Teacher development to mediate global citizenship in English-medium education contexts
Nashwa Nashaat-Sobhy | Universitat Politècnica de València
Davinia Sánchez-García | Universidad Complutense de Madrid
Julie Walaszczyk | Université de Mons
This paper reviews how higher education should rethink the Continuous Professional Development (CPD) of their teaching staff, so that English-Medium Education (EME) is integrated in addressing issues of sustainability (solving problems that threaten humanity and the quality of life). Four focal points are selected: promoting inclusive and equitable quality education; shifting to a transdisciplinary approach; dialogic teaching and learning; and digitalising EME practices. The paper, which draws on research findings, presents an overview of the current contexts of teacher training for EME in Europe, with specific examples of available best practices. This is followed by a vision for future directions to link internationalisation of education and EME to the Sustainable Development Goals (SDGs) with a focus on educational development fit for global engagement. The current importance of training EME lecturers for teaching in English is acknowledged, but it is stressed that professional development must evolve to include emerging global teaching and learning competences. The last section is dedicated to practical recommendations for all EME community members.
Keywords: English-Medium Education (EME), Global Citizenship Education (GCE), Continuous Professional Development (CPD), Sustainable Development Goals (SDGs)
Article outline
- Introduction
- Types of global citizenship education
- Where we are we now
- GCE-oriented initiatives in EME continuous professional development
- Where to go next
- How do we put it into practice?
- Concluding remarks
- Note
-
References
This article is currently available as a sample article.
Published online: 21 January 2022
https://doi.org/10.1075/jemi.21020.val
https://doi.org/10.1075/jemi.21020.val
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Teacher development to mediate global citizenship in English-medium education contexts