رسالة جامعية
Teaching Global Competency? An Evaluation of Course Learning Outcomes across Disparate American Teacher Education Programs
| العنوان: | Teaching Global Competency? An Evaluation of Course Learning Outcomes across Disparate American Teacher Education Programs |
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| اللغة: | English |
| المؤلفون: | Jennifer M. Logan |
| المصدر: | ProQuest LLC. 2022D.E. Dissertation, Charleston Southern University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 353 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Teacher Education Programs, Global Approach, Preservice Teachers, Preschool Education, Elementary Secondary Education, Outcomes of Education, Undergraduate Students, Course Objectives, Institutional Characteristics, Predominantly White Institutions, Black Colleges, Religious Colleges, Competence |
| ردمك: | 979-83-575-6579-2 |
| مستخلص: | Traditionally, teaching global competency to preservice teachers serves as a pedagogically sound stratagem to equip preservice teachers to teach, mentor, and empower culturally, socially, and linguistically different yet equally gifted P-12 student populations. A quantitative, cross-sectional content analysis of course learning outcomes (N=631) substantiated that American undergraduate teacher education programs are teaching global competency to preservice teachers. Seven global competency dimensions established by the Organization of Economic Cooperation and Development (OECD, 2018b) and the Council for the Accreditation of Educator Preparation (CAEP, 2022) served as evaluative measures for course learning outcomes. Transformational Learning Theory (1991) undergirded the study and interpretation of the findings. Course learning outcomes are the most influential, measurable, and direct pathways toward engendering the desired knowledge, skill, attributes, attitudes, and values (KSAVs) as upheld by moral, educational, and legal mandates governing P-12 educators (CAEP, 2022; NEA, 2018; NPBEA, 2015; USDOE, 2022). Descriptive analyses, observed frequencies, and percentage differences substantiated prevalence and variance of OECD and CAEP global competency dimensions across three institutional types: predominately white institutions (PWIs); historically, Black colleges and universities (HBCUs); and faith-based institutions (FBIs). A majority of course learning outcomes had global competency dimensions as established by the CAEP (2022) at 64%. The present researcher proposed universal adoption of OECD and CAEP global competency dimensions by disparate American undergraduate teacher education programs for the development, selection, and evaluation of present and future course learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29995619 |
| رقم الأكسشن: | ED649941 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-575-6579-2 |
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