Building and training a community of global teachers. The case of the international baccalaureate.

• Autores: Maripe Menéndez
• Localización: Journal of Supranational Policies of Education (JOSPOE), ISSN-e 2340-6720, Nº. 5, 2016 (Ejemplar dedicado a: El fortalecimiento de la Profesión Docente: Aportaciones nacionales, internacionales y supranacionales.), págs. 121-136
• Idioma: inglés
• Títulos paralelos:
  • Construyendo y formando una comunidad global de docentes. El caso de bachillerato internacional.
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El fenómeno de la globalización reconoce la relevancia de la educación y el aprendizaje en el entendimiento y solución de problemas globales de carácter social, político, cultural, económico y medioambiental. El rol de la educación se está moviendo más allá del desarrollo del conocimiento y habilidades cognitivas hacia la construcción de valores, habilidades y aptitudes entre estudiantes. Se espera que la educación facilite la cooperación internacional y promueva la transformación social de una forma innovadora hacia un mundo más justo, más pacífico, más tolerante, más inclusivo, más seguro y más sostenible (UNESCO, 2014). Mientras que hay un claro cambio hacia la educación de alumnos como consecuencia de la globalización, la educación de profesores se mantiene en niveles locales y avanza muy lentamente hacia un contexto global. Este artículo trata de explicar el modelo de desarrollo profesional del Bachillerato Internacional como un estudio de caso de una comunidad global que se auto-nutre en desarrollo y educación internacional de su profesorado.

  • English

    The phenomenon of globalization recognizes the relevance of education and learning in understanding and resolving global issues in social, political, cultural, economic and environmental areas. The role of education is moving beyond the development of knowledge and cognitive skills to the building of values, soft skills and attitudes among learners. Education is expected to facilitate international cooperation and promote social transformation in an innovative way towards a more just, peaceful, tolerant, inclusive, secure and sustainable world (UNESCO, 2014).While there is a clear shift towards students’ education as a consequence of globalisation, teacher-training education remains at local levels and is slowly evolving to a global context. This paper aims to explain the International Baccalaureate teacher-training model as a case study of a truly self-feeder global community of international teacher training and development.

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