Contributors
Nila Akinyi, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Nilufer Guler, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Carine E. Ullom, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Miri Yemini, Chudi Zhou, Lili Zhou
About the Editors
Carine E. Ullom, PhD,is the associate dean of instructional innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years' experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among preservice teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange.
Nilufer Guler, EdD, is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE.

Foreword (Miri Yemini)
Preface
Acknowledgments
SECTION I. GLOBAL COMPETENCE
1 Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov and Darla K. Deardorff)
What Competencies Do Globally Engaged Teachers Need?
Developing the Core: Intercultural Competence
Figure 1.1: Process Model of Intercultural Competence
Attitudes
Knowledge
Skills
Internal Outcomes
External Outcomes
Implications for Teaching Development
Developing Further: Intercultural Teaching Competence
Textbox 1.1: Intercultural Teaching Competence Framework
Current Trends and Gaps in Instructor Development
Gaps
Textbox 1.2: Example from the Field: Language Teachers' Intercultural Competence Development (Hungary)
Mentoring for ITC: Current Approaches and Future Possibilities
Organization-/Curriculum-Level Preparation
Individual Instructor Development: Beyond Awareness
Textbox 1.3: Example from the Field: Intercultural Engagement at the IÉSEG School of Management (France)
Developing Perspective-Taking and Awareness of Positionality
Textbox 1.4: Walk with Your Students Activity
Experiential and Community-Engaged Approaches
Facilitation Skill Practice with Feedback
Developing Curriculum Design Competencies
Textbox 1.5: Example from the Field: Teaching Assistant Development at the Hong Kong University of Science and Technology
Textbox 1.6: UNESCO Story Circles Vignette
Guided Reflection
Textbox 1.7: Self-Reflection Questions for Teachers
Summary
References
2 Global Competence Education Strategies: A View from around the World and Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna Howland, and Melissa Liles)
International Intergovernmental Conceptions of GComEd
Table 2.1: Relevant Abbreviations and Their Associated Terms
OECD
UNESCO
CoE
EU
Discussion of Conceptions of Global Competence
From Intergovernmental Strategies to Practical Implementation
Selected National Conceptions of GComEd
Table 2.2: Examples of Additional Intergovernmental Organizations Tactics
Belgium (Flanders)
Brazil
Canada
Egypt
Finland
Greece
Italy
New Zealand
Singapore
South Korea
UK
United States
Comparing National Strategies
Approaches
Key Actors
Teacher Preparation
Considerations for Successfully Embedding Global Competence in School Education
Stakeholder Alignment
Holistic Approach
Professional Development for Teachers and Teacher Trainees
Summary
Acknowledgments
References
3 The Nonformal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)
Defining the NFE Sector in the Context of Global Competence
Table 3.1: Ideal-Typical Characteristics of Formal, Nonformal, and Informal Education
Research Design
Textbox 3.1: Interview Questions and Sequence
Subject Pool and Participant Selection
Textbox 3.2: NFE Organizations Considered for Analysis
Limitations
Preliminary Findings
Defining Global Competence in the NFE Sector
Overview of Key GCE Offerings
NFE-FE GCE Relationships
Table 3.2: Links between Nonformal Educators and Other Education Actors
Case Studies
Discussion
Conclusion
Acknowledgments
References
SECTION II. SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRESERVICE TEACHERS
4 Developing Global Perspectives in Preservice Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)
Defining Global Education
Global Education in Our Teaching Context
Teaching Approaches: Opportunities in Global Education
Table 4.1: Teaching Global Perspectives across the Curriculum
Melissa's Approach: Application of Human Rights Education
Heather's Approach: International Cooperation
Gerardo's Approach: Critical Global Education
Common Activities
Challenges in Global Education
Conclusion
References
5 Global Competence Development through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng)
Global Competence in Schools of Education
Globally Competent Learning Continuum
Action Research Framework
Theoretical Framework
Context and Participants
Table 5.1: Participant Demographics
Methodology
Data Collection
Table 5.2: Data Sources
Findings and Discussion
Qualitative Data Analysis
Table 5.3: Globally Competent Learning Continuum: Examples of Participant Perspectives
Quantitative Data Analysis
Table 5.4: Globally Competent Learning Continuum Self-Assessment Values at Time 1
Table 5.5: Values for Each Element of the Globally Competent Learning Continuum at Time 1 and Time 2
Discussion of Results
Limitations
Figure 5.1: Transformative Learning via Action Research
Conclusion
References
6 Through Their Lenses: Preservice Teachers' Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard)
Developing Global Competence and Empathy
Complications with Studying ITEs
Understanding ITEs through the Lenses of Preservice Teachers
Table 6.1: Participant Demographics
Methodology
Data Analysis
Findings
Forming Relationships
Gaining Experience as Teachers
Gaining Personal and Professional Self-Confidence
Figure 6.1: Kelly's Photo, England
Contextual Learning
Figure 6.2: Rachel's Photo, Japan
Expanding Their Worldview
Analyzing Multiple Perspectives of Education
Figure 6.3: Katie's Photo, New Zealand
Discussion
Implications and Recommendations
Conclusion
References
7 The "Five Cs" of Cultural Immersion: Adding Depth and Meaning to International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken Pritchard, and Amara Stuehling)
World-Readiness Standards for Learning Languages
In a Nutshell: Global Gateway for Teachers
Predeparture Preparation
On-Site Support
Program Design
The Five Cs: Learning Languages and Student Teacher Immersion
Table 7.1: Summary of the "Five Cs" from the Perspectives of "Learning Languages" and "International/Intercultural Student Teaching"
In Support of the Structure
The Five Cs in Student Teaching Immersion Experiences
Communication
Figure 7.1: On-Site Field Assignments Topics Aligned with the Five C Goal Areas
Cultures
Connections
Comparisons
Communities
Discussion
References
SECTION III. INTERNATIONAL COLLABORATION IN TEACHER PREPARATION
8 Developing an Equitable Global South-North Partnership in Support of Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia, Karen L. Biraimah, and Brianna A. Kurtz)
The Transformation of the Rewards and Challenges of US Study Abroad Programs
Intercultural Competence in Teacher Education
Issues Related to Global South-North Partnerships
Notions of Decoloniality and "Othering"
Developing Sustainable and Equitable Global South-North Partnerships
The University of Botswana and the University of Central Florida Partnership
The Challenge of Overcommitted Faculty from the Global South
The Challenge of Linking Collaborative Partnerships to Quality Programs
Financial Hurdles
Theoretical Perspectives on the Impact of Globalization, Study Abroad, and Global Partnerships
Internationalization and Global Competence
Colonialism, Decoloniality, and Their Impact on Globalization
Critical Cosmopolitan and Social Justice
Global Citizenship
Moving from Theory to Practice
Methodology
Participant Demographics
Results
Basic Knowledge Acquisition
Figure 8.1: Racial Self-Identification of Program Participants
Figure 8.2: Academic Standing of Program Participants
Figure 8.3: Degree Intentions of Program Participants
Participants' Most Rewarding Experiences
Participants' Most Challenging Experiences
Professional Development and Personal Growth
Conclusion
References
9 Building Bridges: A Case Study of a Kenya-US Faculty Exchange and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N. Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)
Context and Components of Partnership
Conceptual Framework
Research Questions
Review of the Literature
Benefits of Teacher Exchange
Impacts of Global Partnerships
Call for Social Justice
Method
Qualitative Inquiry/Case Study
Data Collection and Analysis
Description of the Participants
Findings
Finding 1: Impact Was Felt on Both the Individual and the Institutional Level
Table 9.1: Impacts of Global Partnership
Finding 2: Benefit Was Mutual
Table 9.2: Student/Faculty Responses on Teaching Impact
Finding 3: Building Relationships as the Essential...