Teacher Competences for Facing Challenges of Globalisation in Education

Keywords: globalisation, education, competence, teacher education


Aim. The aim of the research is to explore the characteristics of globalisation and highlight challenges resulting from the globalisation process in the teaching profession. Teachers are to be prepared to face any influence the globalisation brings in education: heterogeneous, diverse and multicultural classrooms due to the rise of migration, immigration and remigration; society’s expectations of and demands on the teacher regarding the learning process, its content and competences that students should develop to be prepared for their future.

Methods. The author carried out surveys among 205 pre-service and 110 in-service teachers; the paper focuses on the presentation of respondents’ opinions regarding competences teachers need to be able to face the challenges of globalisation entering the sphere of education in general and their own classrooms.

Results. The analysis showed competences that today’s teachers should have and demonstrate to be competent professionals and also role models for their students in the context of contemporary globalisation.

Conclusion. The study showed the characteristics of globalisation that have an impact on education. The emphasis was given to the existing society’s expectations of and demands on the teachers, highlighted in the literature and the surveyed respondents’ answers. As a result of the study, the following relation was found: to be able to identify the knowledge and skills teachers need to handle complexity and face the challenges of globalisation entering the sphere of education, one has to understand the nature and characteristics of globalisation.


Author Biography

Anita Auziņa, Faculty of Education, Psychology and Art, University of Latvia, Imantas 7. līnija 1, Riga, Latvia

Master of educational sciences, a doctoral candidate and a lecturer at the University of Latvia, Faculty of Education, Psychology and Art, Teacher Education Department (Latvia). Her research interests are tendencies in teacher education development in the context of internationalisation and globalisation, teachers' professional identity and challenges in teachers' professional development, and teachers as researchers.


1. Adu-Febiri, F. (2006). The Destiny of Cultural Diversity in a Globalized World. Review of Human Factor Studies, 12(1), 30-64.
2. Aloni, N. (2002). Enhancing Humanity. The Philosophical Foundations of Humanistic Education. Boston: Kluwer Academic Publishers.
3. Auziņa, A. (2013). Globalizācijas procesa ietekme skolotāju izglītībā [The Impact of the Globalization Process on Teacher Education]. In: A. Kangro (Ed.), Education Management (pp. 7-13). Scientific Papers. Volume 792. Riga: University of Latvia.
4. Barnett, R., & Hallam, S. (1999). Teaching for Supercomplexity: A Pedagogy for Higher Education. In: P. Mortimore (Ed.), Understanding Pedagogy and Its Impact on Learning (pp.137 – 154). London: Paul Chapman Publishing Ltd.
5. Carroll, N. (2013). E-learning – the McDonaldization of Education. European Journal of Higher Education, 3(4), 342-356.
6. Cohen, R., & Kennedy, P. (2013). Global Sociology (3rd ed.). London: Palgrave Macmillan.
7. Delors, Ž. (2001). Mācīšanās ir zelts [Learning: The Treasure Within]. Riga: UNESCO LNK.
8. Economist Intelligence Unit. (2015). Driving the Skills Agenda: Preparing Students for the Future. London: The Economist Intelligence Unit Limited.
9. European Commission. (2010). Communication from the Commission: Europe 2020. A Strategy for Smart, Sustainable and Inclusive Growth. Brussels: European Commission.
10. European Commission. (2013). Supporting Teacher Competence Development for Better Learning Outcomes. Brussels: European Commission.
11. Friedman, T. L. (2000). Lexus and the Olive Tree. New York: First Anchor Press.
12. Frīdmens, T. L. (2009). Pasaule ir plakana. Īsa 21. gadsimta vēsture [The World Is Flat: A Brief History of the Twenty-first Century]. Rīga: Jumava.
13. Greene, J. C. (2009). Meaningfully Engaging with Difference Through Mixed Methods Educational Evaluation. In: K. E. Ryan, & J. Bradley Cousins (Eds.), The SAGE International Handbook of Educational Evaluation (pp. 323-340). Thousand Oaks, Ca: SAGE Publications, Inc.
14. Hoskins, B., & Deakin Crick, R. (2010). Competences for Learning to Learn and Active Citizenship: Different Currencies or Two Sides of the Same Coin? European Journal of Education, 45(1), 121-137.
15. Janowska, A. A. (2016). Open Educational Resources: Between Mcschool and Creative School. Journal of Education Culture and Society, 7(2), 288-297.
16. Lisbon European Council. (2000). Presidency Conclusions. Retrieved from http:// http://www.europarl.europa.eu/summits/lis1_en.htm#a
17. Niemi. H., & Jakku-Sihvonen, R. (2006). Research-based Teacher Education. In: R. Jakku-Sihvonen, & H. Niemi (Eds.), Research-based Teacher Education in Finland. Reflections by Finnish Teacher Educators (pp. 31-50). Turku: Finnish Educational Research Association.
18. Organisation for Economic Co-operation and Development. (2018). Preparing Our Youth for an Inclusive and Sustainable World. The OECD PISA Global Competence Framework. Paris: OECD Publishing.
19. Ritzer, G. (1996). The McDonaldization of Society. Thousand Oaks, CA: Pine Forge Press.
20. Sahlberg, P. (2003). Schools and Globalisation. In: Leading Schools with a Global Perspective. Proceedings of the International Conference (pp.184-191). Riga: Mācību grāmata.
21. Sassen, S. (2000). Spatialities and Temporalities of the Globe: Elements for a Theoratization. Public Culture, 30, 215-232.
22. Schleicher, A. (Ed.). (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. Paris: OECD Publishing.
23. Singh, P. (2004). Globalisation and Education. Educational Theory, 54(1), 103-115.
24. Torrance, H. (2009). Pursuing the Wrong Indicators? The Development and Impact of Test-based Accountability. In: K. E. Ryan, & J. Bradley Cousins (Eds.), The SAGE International Handbook of Educational Evaluation (pp. 483-498). Thousand Oaks, Ca: SAGE Publications, Inc.
25. Turner, B. S., & Holton, R. J. (2016). Theories of Globalisation: Issues and Origins. In: B. S. Turner, & R. J. Holton (Eds.), The Routledge International Handbook of Globalization Studies (pp. 3-23). New York: Routledge.
How to Cite
Auziņa, A. (2018). Teacher Competences for Facing Challenges of Globalisation in Education. Journal of Education Culture and Society, 9(2), 24-37. Retrieved from https://jecs.pl/index.php/jecs/article/view/10.15503jecs20182.24.37