The Prepartion of Globally Competent Teachers: A Comparison of American and Australian Policies and Perspectives

This study entailed a comparative analysis of the teacher preparation standards in the state of North Carolina, USA, and the new National Professional Standards for Teachers in Australia as related to the global competencies of licensed teachers. Specifically, the authors conducted a content analysis of the policies that govern teacher education and licensure relative to global competence. University faculty members in both regions were also interviewed to determine teacher educators’
perceptions of these policies. Results indicate that much remains to align policy with practice, particularly as applied to the role of teacher educators in preparing their students per governmental requirements, as well as how states evaluate new teachers by professional standards. Additionally, operationally defined, shared language regarding K-12 teachers’ global competence must be developed for use by all stakeholders.