Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics
Parmigiani, Davide; Nir, Aviva Bar; Ferguson-Patrick, Kate; Baruch, Alona Forkosh; Heddy, Eileen; Impedovo, Maria Antonietta; Ingersoll, Marcea; Jones, Mellita; Kimhi, Yael; Lourenco, Monica; Macqueen, Suzanne; Pennazio, Valentina; Sokal, Laura; Timkova, Renata; Westa, Sina; Wikan, Gerd Nora
Peer reviewed, Journal article
Published version
Date
2023Metadata
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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
Description
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.