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Article published In: Journal of English-Medium Instruction
Vol. 1:1 (2022) ► pp.65–84

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Teacher development to mediate global citizenship in English-medium education contexts

ORCiD logo with link | Karolinska Institutet
 | Universitat Politècnica de València
 | Universidad Complutense de Madrid
 | Université de Mons
Published online: 21 January 2022
DOI logo with link
https://doi.org/10.1075/jemi.21020.val
Abstract
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.
Abstracta
En este artículo se analiza cómo la educación superior debería replantearse el Desarrollo Profesional Continuo (DPC) de su personal docente, de modo que la Enseñanza a través del Inglés (English-medium education – EME) aborde e integre cuestiones de sostenibilidad (solventando problemas que amenazan a la humanidad y a la calidad de vida). Destacan cuatro puntos centrales: promover una educación de calidad inclusiva y equitativa; adoptar un enfoque multidisciplinar; promover la enseñanza y el aprendizaje dialógicos; y digitalizar las prácticas en EME. El artículo, apoyándose en resultados empíricos, presenta una visión general de los contextos actuales de la formación del profesorado para EME en Europa, con ejemplos específicos de las mejores prácticas disponibles. A continuación, se presenta una visión de las direcciones futuras para vincular la internacionalización de la educación y EME con los Objetivos de Desarrollo Sostenible (ODS), centrándose en una formación docente efectiva para el compromiso global. Se reconoce la importancia actual de la formación de los profesores de EME para la enseñanza en inglés, pero también se subraya que la formación docente debe evolucionar para incluir las nuevas competencias globales de enseñanza y aprendizaje. La última sección está dedicada a las recomendaciones prácticas para todos los miembros de la comunidad EME.
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
References (76)
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