The OECD's introduction of a PISA global competence assessment in 2018 has added international impetus to considering how global competence is incorporated into educational policy and curriculum. As a result, the interpretation and implementation of such curricula becomes the responsibility of classroom teachers. This project examines how classroom teachers in Australia interpret the attributes of global competence and then compares these interpretations with those of classroom teachers overseas.
The research questions guiding this project are:
- How do teachers interpret the attributes of global competence?
- In which aspects of classroom practice and environment do teachers identify attributes of global competence?
- What impact, if any, does cultural context have on teachers' interpretation of the attributes of global competence?
- If the cultural context impacts teachers' interpretation of the attributes of global competence, how can this impact be described?
This project uses a combination of an online survey, individual interviews and an examination of classroom artefacts. The analysis will require or develop an understanding of thematic coding.
Other special notes
Funding is also provided by CQUniversity to support research higher degree student project costs, and to support national and international conference presentations. This includes:
For masters by research candidates:
- up to $4,000 in Candidate Support Funds
- up to $3,000 for Candidate Travel Support
For doctoral candidates:
- up to $6,000 in Candidate Support Funds
- up to $4,500 for Conference Travel Support