Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics

Journal article

Parmigiani, Davide, Bar Nir, Aviva, Ferguson-Patrick, Kate, Forkosh Baruch, Alona, Heddy, Eileen, Impedovo, Maria Antonietta, Ingersoll, Marcea, Jones, Mellita, Kimhi, Yael, Lourenço, Mόnica, Macqueen, Suzanne, Pennazio, Valentina, Sokal, Laura, Timkova, Renata, Westa, Sina and Wikan, Gerd. (2023). Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics. Higher Education Pedagogies. 8(1), p. Article 2216190. https://doi.org/10.1080/23752696.2023.2216190
AuthorsParmigiani, Davide, Bar Nir, Aviva, Ferguson-Patrick, Kate, Forkosh Baruch, Alona, Heddy, Eileen, Impedovo, Maria Antonietta, Ingersoll, Marcea, Jones, Mellita, Kimhi, Yael, Lourenço, Mόnica, Macqueen, Suzanne, Pennazio, Valentina, Sokal, Laura, Timkova, Renata, Westa, Sina and Wikan, Gerd
Abstract

Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional, and can be viewed from several perspectives. A previous study validated a set of rubrics designed to assess pre-service teachers’ development of global competence. The research presented in this paper tested the internal consistency and reliability of the set of rubrics in order to create an instrument validated within the international context that was robust and consistent from a methodological point of view. The set of rubrics was self-administered online by 729 pre-service teachers studying in 12 teacher education programmes across 10 different countries around the world. The data analysis showed a high level of reliability and internal consistency of the rubrics, indicating their ability to assess pre-service teachers’ global competence. The exploratory and confirmatory factor analysis suggested changes to two areas of the rubrics.

Keywordsglobal competence; pre-service teacher training; initial teacher training; teacher preparation; teacher education; internal consistency and reliability
Year2023
JournalHigher Education Pedagogies
Journal citation8 (1), p. Article 2216190
PublisherTaylor & Francis
ISSN2375-2696
Digital Object Identifier (DOI)https://doi.org/10.1080/23752696.2023.2216190
Open accessPublished as ‘gold’ (paid) open access
Page range1-30
FunderEuropean Commission
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online26 May 2023
Publication process dates
Accepted31 Mar 2023
Deposited13 Oct 2023
Grant ID2019-1-UK01-KA203-061503
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