Globalization is a broad and complicated concept that is defined differently by different people. While some of the population focuses on its impacts, others have emphasized its advantages and strengths. For example, it has improved the structure of education to one guided by global dimensions; thus, promoting the elements of global learning institutes and global teachers (Carol, Collins, & Singh, 2014). These teachers are given the liberty to establish their leadership approach when designing their learning approaches. Therefore, even with the freedom to choose a leadership system, this paper highlights constructivist leadership since it promotes globalized learning.
Globalization has enhanced norms of leadership, especially in the learning sector. First, it has brought about a global dimension used by learners, educators, as well as leaders in ensuring the education sector expands beyond the scope of knowledge and identified skill sets (Bourn, 2014). Next, globalization has managed to provide opportunities for teachers/leaders to establish unique structures, language, and development systems to equip learners in making active contributions to a connected world by assisting the educators in delivering dynamic learning structures on development and global problems (Litz, 2011). Nonetheless, globalization promotes the creation of academic development structure concerning universal social justice through the recognition of authority and inequality in the globe, comprehensive outlook, and the reconstruction of social justice, and equity and by the commitment to reflect and converse (Buker & Schell-Straub, 2017).
An ideal leadership style to implement in the millennial global platform is constructivist leadership. It is an approach constructed from the norms of social constructivism, which highlights that social platforms/globes are established through a person's interaction with their culture as well as society (Johnston, 2016). Moreover, the approach is ideal since it identifies teachers as learning facilitators since they often question the student's response to a problem regardless to if it is wrong or right, but to make sure that the learner has understood the concept (Johnston, 2016). Also, the leadership approach offers students the opportunity to reflect on their answers. Nonetheless, the procedure is involves sharing experience, and in return, leads to new knowledge (Johnston, 2016).
Constructivist Leadership and Global Perspective of Modern Learning
Constructivist leadership relates to a globalized perspective of modern education in two ways. First, constructivist leadership is a primary contributor to the establishment of a global dimension/global curriculum in school (Bourn, 2014). Its contribution towards the globalized perspective of the modern academic platform is its feature of ethics, which is a philosophical structure that promotes networking among people from various religions, race, ethnicity, and culture, among others (Litz, 2011). In other terms, constructivist leadership advocates for equity and social justice in the realm of education (Brooks & Normore, 2010). Also, the leadership technique enhances growth and develops by encouraging facilitator of training to promote value-driven learning by fostering a transitional working environment to establish a global society (Canli & Demirtas, 2018).
Features of a Global Teacher
Features of a Global Teacher Description/Illustration
Characteristics An excellent global teacher has the qualities of acute communication skills. Also, they are polite, soft-spoken, and honest and speak the truth. Moreover, these professionals have advanced know-how on their subjects their method of facilitating education and influential (Carol at al., 2014).
A global teacher is an educator with the following characteristics:
Think and acts in both domestically and globally. First, they perceive and understand the world as an interconnected entity. Next, global teachers pursue to norms of ensuring the world remains equitable to all. Also, they know and acknowledge education as an entity for sustainable growth and development.
Global teachers face the challenges having to balance the use of multiple languages to communicate with his/her students. Moreover, the teachers need to be aware of the various customs and cultures of the students, which at the time, is challenging. Also, the global needs to be mindful of the several legal policies and issues as a means of not being a victim.
These teachers have the opportunity to be employed in any sector of the education structure; for example, they can perform both in locally (in class) as well as globally through the use of technology. Moreover, they stand to the opportunity to get well-paying jobs because of their experience and academic achievements.
Implementing the Strengths of Constructivist Leadership in facilitating Global Curriculum
The main strength of constructivist leadership is the standard that it explores the ways matters were; then it uses what the students and the educators have learned to forecast how issues need to be (Johnston, 2016). In other words, it provides the learners as well as the tutors the opportunity to be a leader (Litz, 2011). First, under learning is structured on interaction; in other words, the approach will focus much more on the process of meaning-making as a means for the students to enhance their capacities in relating to each other (Johnston, 2016).
To conclude, constructivist leadership is ideal in implementing a globalized program because of several reasons. First, it steers students towards development, social justice, and equity. Moreover, it promotes the interconnection among humans, which broadens the scopes interaction among different cultures that promotes students awareness towards norms and issues of different cultures and enhances support from peers.
Bourn, D. (2014). The theory and practice of global learning. London: Development Education Research Centre.
Brooks, J., & Normore, A. (2010). Educational leadership and globalization: literacy for a glocal perspective. Educational Policy, 24(1), 52-82. DOI: 10.1177/0895904809354070.
Buker, G., & Schell-Straub, S. (2017). Global how? - Linking practice to theory: A competency model for training global learning facilitators. International Journal of Development Education and Global Learning, (2): 71-83. DOI https://doi.org/10.18546/IJDEGL.09.2.02.
Canli, S., & Demirtas, H. (2018). The impact of globalization on the teaching profession: The global teacher. The Journal of Education and Training Studies, 6(1), 80-95. doi.org/10.11114/jets.v6i1.2792.
Carol, R., Collins, J., & Singh, M. (2014). Global teachers, Australian perspectives. Springer Science, Media Singapore. Retrieved from https://download.ei-ie.org/Docs/WebDepot/GlobalTeachersAustralianPerspectives.pdf
Johnston, L. (2016). Constructivist theories of leadership. Springer International Publishing, Switzerland, 1-4. DOI 10.1007/978-3-319-31816-5_1916-1.
Litz, D. (2011). Globalization and the changing face of educational leadership current trends and emerging dilemmas. International Education Studies, 4(3), 47-61. doi:10.5539/ies.v4n3p47.
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