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Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics
Parmigiani, Davide Bar Nir, Aviva Ferguson-Patrick, Kate Forkosh Baruch, Alona Heddy, Eileen Impedovo, Maria Antonietta Ingersoll, Marcea Jones, Mellita Kimhi, Yael Lourenço, Mόnica
Parmigiani, Davide
Bar Nir, Aviva
Ferguson-Patrick, Kate
Forkosh Baruch, Alona
Heddy, Eileen
Impedovo, Maria Antonietta
Ingersoll, Marcea
Jones, Mellita
Kimhi, Yael
Lourenço, Mόnica
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.
Keywords
global competence, pre-service teacher training, initial teacher training, teacher preparation, teacher education, internal consistency and reliability
Date
2023
Type
Journal article
Journal
Higher Education Pedagogies
Book
Volume
8
Issue
1
Page Range
1-30
Article Number
Article 2216190
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open