Global Education Integration in Teacher Training and Teacher Qualification: A Comparative Study of Hungary and Thailand

Abstract

This study examines the integration of global education principles within the context of teacher training and teacher qualification in Hungary and Thailand, two countries from distinct regions of the world, utilising the Global Education Guidelines by the Council of Europe. The study's guiding question is: How do teacher training requirements and teachers’ standards mirror themes and approaches in global education? The paper provides an overview of teacher training in Hungary and Thailand, details the methodology employed in the study and presents the findings. The global education-related content analysis of documents on teacher standards and requirements in Hungary and Thailand is conducted against the backdrop of the Common European Principles for Teacher Competencies and Qualifications of the European Commission and the Southeast Asia Teachers Competency Framework, respectively. A comparative overview of the findings reveals considerable commonalities and differences in terms of global education between the teacher requirements and standards of the two countries. While there is overlap in key areas such as cooperation, respect for cultural diversity and individual development, there are also notable disparities, with certain competencies present in one country's standards but not the other's. The study contributes to the dialogue on global education, teacher preparation and teacher qualification, offering insights into policy and practice. By providing a comparative view of the representation of global education in teacher requirements, the study sheds light on the presence and nuances of global education in each country's educational landscape.