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As you respond to the following discussion prompts, critically examine and integrate in your response how your thinking might be influenced and how your understanding of global competence is shaped. Associate the theories presented in the learning resources in this and previous units, with the lived reality of students in your schools and communities and analyze problems, issues, successes, failures, and impacts of various philosophical approaches regarding being globally competent. In two to three paragraphs respond to the following:
- What does this statement mean to you, “Teachers are reflexive practitioners?”
- What commitments can you make to developing critical thinking in students to develop them as global citizens?
1. Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C., & Yorks, L. (2014). Looking in the Mirror of Inquiry: Knowledge in Our Students and in Ourselves. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 7-20. Retrieved from: https://www.jstor.org/action/doBasicSearch?Query=Looking+in+the+Mirror+of+Inquiry%3A+Knowledge+in+Our+Students+and+in+Ourselves&filter=
This article is based on the findings of a group of instructors at a Northeast Community College who study the concept of Collaborative Inquiry (CI) in an effort to practice this method in the classroom with their students. The narrative shares this group’s process, the conclusions they reached, a set of reflections, and considerations that others using the CI process for professional development oriented inquiries may find useful.
2. Fullan M. (1993). Why teachers must become change agents. Educational Leadership, 50(6). pp. 12-17. Retrieved from http://www.ascd.org/publications/educational-leadership/mar93/vol50/num06/Why-Teachers-Must-Become-Change-Agents.aspx
3. Gatumu, J. C. (2011) Reflective Teaching. URI: http://oer.avu.org/handle/123456789/155
This module is skill oriented; in that, you must be able to undertake reflective teaching. It focuses on aspects of reflective teaching at work. It attends to the nature of reflective teaching, self evaluation, action research, peer mentoring, micro teaching and professional development.
4. Leading for Global Competency – Educational Leadership. Retrueved from: http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx#.W0-KIXFv9f8.email
Now more than ever, education should prepare students for global civility and peace. So what in the world are we waiting for? This article states that good teachers and principals, in the United States and elsewhere, know that good education begins with clarity of purpose. The purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.
5. Mansilla, V.B., Chua, F., Kehayes, J., & Patankar, A. (2016). Leading with the World in mind. Project Zero. http://www.pz.harvard.edu/resources/leading-with-the-world-in-mind ;
This article focuses on developing global-minded leaders. This incentive is part of Project Zero initiated by Harvard Graduate School of Education.