English for 21st-Century Global Citizenship: An Investigation of an Introductory Online Professional Development Course

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dc.contributor.advisorEaton, Sarah Elaine
dc.contributor.authorHazard, Russell
dc.contributor.committeememberDressler, Roswita
dc.contributor.committeememberTweedie, M. Gregory
dc.contributor.committeememberGuo-Brennan, Linyuan
dc.contributor.committeememberOddone-Paolucci, Elizabeth
dc.date2021-02
dc.date.accessioned2020-11-16T16:08:38Z
dc.date.available2020-11-16T16:08:38Z
dc.date.issued2020-11-03
dc.description.abstractThe purpose of this research is to build understanding of professional development for twenty-first century Global Citizenship Education (GCED) for international English as an Additional Language (EAL) teachers. The research is significant because a variety of international education organizations, policy experts, and researchers in the field of EAL have noted that Global Citizenship Education should be embedded into all subject areas, and because such implementation is enabled by teacher training relating to the content and pedagogies involved. A group of (N=12) international English language professionals were recruited for a two-week online professional development course. The participants were surveyed for pre-existing knowledge and attitudes toward GCED. The research used qualitative analysis of discussion boards, post-course questionnaires, and post-course interviews. Participants noted high congruence between GCED themes and the needs of their content-based programs. Explicit teaching of GCED frameworks and sub-initiatives was noted as a valuable linguistic and cognitive strategy. Active, learner-centered, and some transformative workflows were developed and supported by visible thinking and thinking routines for efficient language production and formative assessment. Project Based Learning linking the classroom to the real world was noted as a valuable teaching approach. EAL research and experience in teaching for intercultural communicative competence, analogue and digital rhetoric and media awareness, and Critical Language Awareness were noted as areas of Pedagogical Content Knowledge to be aware of.en_US
dc.identifier.citationHazard, R. (2020). English for 21st-Century Global Citizenship: An Investigation of an Introductory Online Professional Development Course (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38370
dc.identifier.urihttp://hdl.handle.net/1880/112737
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectEAL/TESOLen_US
dc.subjectTeacher Professional Developmenten_US
dc.subjectGlobal Citizenship Educationen_US
dc.subjectPCKen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleEnglish for 21st-Century Global Citizenship: An Investigation of an Introductory Online Professional Development Courseen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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