In the era of globalization, the role of teachers is evolving to encompass global competence, prompting the need for teacher training programs dedicated to enhancing and expanding this competence. To comprehend the effect of current training initiatives on teachers’ global competence and guide future design, a research synthesis was undertaken through meta-analysis. This comprehensive meta-analysis, incorporating 105 effect sizes from 37 independent studies, unveiled a moderate to large effect ( = 0.46) of training programs on teachers’ global competence. Notably, we found that the training effects varied across different domains of global competence, with a more pronounced impact on the development of teachers’ knowledge and skills compared to their attitudes. Our findings also indicated some differences and similarities between in-service and pre-service training programs. For in-service teachers, specific attributes of training programs (i.e., delivery by districts and support for ICT) were found to have more significant positive effects. For pre-service teachers, training with a professional guide and solid knowledge building (e.g., courses and workshops) was found to be more effective in fostering their global competence, indicating that establishing a knowledge base should not be undervalued for pre-service teachers. This meta-analysis proposes that teacher training programs can be improved by incorporating “stage-appropriate” learning experiences that enhance teachers’ global competence.

中文翻译：

---

教师培训计划对职前和在职教师全球能力的影响：荟萃分析


在全球化时代，教师的角色正在演变为涵盖全球能力，因此需要专门致力于增强和扩大这种能力的教师培训计划。为了了解当前培训计划对教师全球能力的影响并指导未来的设计，通过荟萃分析进行了研究综合。这项全面的荟萃分析纳入了来自 37 项独立研究的 105 个效应量，揭示了培训计划对教师全球能力的中等到大的影响 (= 0.46)。值得注意的是，我们发现不同全球能力领域的培训效果各不相同，与态度相比，培训对教师知识和技能发展的影响更为明显。我们的研究结果还表明在职培训计划和职前培训计划之间存在一些差异和相似之处。对于在职教师来说，培训计划的特定属性（即按地区提供和对信息通信技术的支持）具有更显着的积极影响。对于职前教师来说，具有专业指导和扎实的知识建设（例如课程和研讨会）的培训对于培养他们的全球能力更有效，这表明对于职前教师来说，建立知识库的价值不应被低估。这项荟萃分析提出，可以通过纳入“适合阶段”的学习经验来改进教师培训计划，从而提高教师的全球能力。