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Being a global teacher means promoting diversity and cultural awareness. It means encouraging Ss to become aware of global issues and be open to different cultures.

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Empowering Global Citizens Through Inclusive Education

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Empowering Global Citizens Through Inclusive Education

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Yes, I consider myself a Global Education teacher.

My approach to education integrates global perspectives, multicultural understanding, and real-world issues. I expose learners to global challenges such as climate change, inequality, and cultural heritage. I also encourage intercultural dialogue and reflective thinking, which are critical to building global competence.

As an educator, I continuously seek international resources, encourage cross-border collaboration, and promote diversity, equity, and inclusion. My commitment to empowering marginalized learners and adapting education to the digital global age are core parts of why I align with the Global Education teacher identity.

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Teaching Beyond Borders: My Global Education Perspective

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Teaching Beyond Borders: My Global Education Perspective

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Yes, I consider myself a Global Education teacher. Although I teach within my local context, I consistently integrate global perspectives into my lessons. I encourage students to think beyond their immediate environment and consider the diverse cultures, beliefs, and challenges facing our interconnected world.

Some factors that contribute to this perception include:

Cultural Inclusion: I use examples, stories, and case studies from different countries and cultures to help my students appreciate diversity.

Critical Thinking: I guide them to question stereotypes, analyze global issues like climate change or inequality, and explore solutions through dialogue.

Collaboration: I have facilitated cross-cultural group projects and online exchanges, helping students connect with peers in other countries.

Lifelong Learning: I actively participate in global education courses like this one, and I reflect on how to improve my teaching with a global mindset.

Being a global teacher is not about teaching overseas—it's about preparing students to be empathetic, informed, and active global citizens wherever they are.

Comments on Two Posts:

@PI: I really appreciate your honesty! The fact that you're interested in people, their history, and cultures is actually a great foundation for becoming a global teacher. That curiosity is key!

@Anto: It's inspiring how teaching students from different countries helped shape your perspective. Your journey proves that global teaching grows through experience and intentional engagement.

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I don't think I'm a global teacher  but I'm sure I'm very interested in people, their history and their beautiful differences and that makes me happy

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I don't think I'm a global teacher  but I'm sure I'm very interested in people, their history and their beautiful differences and that makes me happy

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Two years ago I started teaching to students from all over the world, so my journey towards globality has just started. Nevetheless I understood from the very beginning that being a global teacher depends on your mindset, not on your audience!

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I work with students from all over the world understand and respect cultural differences and try to integrate diverse perspectives into my teaching. I bring world issues discussions in my classes so everyone can be globally aware encouraging critical thinking and problem solving. I go beyond traditional teaching metods and curriculum boundaries to help students become global citizens. A global teacher needs to encourage fostering and understanding of the interconnected world enchouraging emphaty across cultures and promoting awarness of global issues like climate change, poverty and social justice. We are all connected to one world.

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Teaching in a multicultural environment constantly offers the opportunity to learn and appreciate diversity by drawing on infinite resources... I'm curious, I love differences, I find it wonderful to work in contact with people from such different backgrounds, I like it and it helps me open my mind

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Essere insegnanti è qualcosa che va al di là delle singole discipline che insegniamo ,ma bensì è essere coinvolti personalmente e riuscire a fare coinvolgere i nostri alunni in un processo di conoscenza delle proprie ed altrui identità , di cambiamento ,di accoglienza ed evoluzione .Tutto ciò nell' ottica della costruzione di un mondo davvero "sostenibile" per noi poveri umani e per il pianeta tutto 

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Essere insegnanti è qualcosa che va al di là delle singole discipline che insegniamo ,ma bensì è essere coinvolti personalmente e riuscire a fare coinvolgere i nostri alunni in un processo di conoscenza delle proprie ed altrui identità , di cambiamento ,di accoglienza ed evoluzione .Tutto ciò nell' ottica della costruzione di un mondo davvero "sostenibile" per noi poveri umani e per il pianeta tutto 

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Being a global teacher means interacting with students from different cultures, providing educational opportunities worldwide, and guiding young minds to find solutions to global issues. It promotes diversity, understanding, and collaboration in education. Aslo in chemistry involves engaging with students from diverse cultural backgrounds to foster a deeper understanding of chemical principles and their real-world applications.

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Dascalu Iuliana Catalina - Global  Education Teacher 

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Dascalu Iuliana Catalina - Global  Education Teacher 

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I consider myself a Global Education teacher because I promote values such as diversity, international collaboration, and critical thinking. I encourage my students to explore global issues, be empathetic, and learn from different cultures. Through eTwinning projects and interdisciplinary activities, I create learning opportunities connected to the global reality.

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i encourage cultural dialog via group discussion and brainstorming

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After I write this article and it is published, I will exist and everyone who reads this article will be aware of my existence. Before this, I wasn't even a stranger to you. I wasn't there because something that doesn't exist cannot be foreign. In this world where people do what they want, I promise to teach you how to love someone else. Being able to understand another person, story, tradition, way of thinking, understanding and loving many things such as food, clothes...

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I think I am a global teacher as I am competent and armed with enough skills , appropriate attitude and universal values to teach learners at home or abroad and also equipped with both time tested as well as modern technologies in education in any time and any place in the world.

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My quality as a global teacher is reflected in the integrated approach I take, in my ability to adapt to cultural diversity, and in my commitment to promoting understanding and mutual respect in an increasingly interconnected world.

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My quality as a global teacher is reflected in the integrated approach I take, in my ability to adapt to cultural diversity, and in my commitment to promoting understanding and mutual respect in an increasingly interconnected world.

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As a teacher I can contribute to global education in some ways

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As a teacher I can contribute to global education in some ways

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In a world increasingly connected, the role of the teacher is evolving. No longer solely confined to the classroom walls, educators are now embracing the potential of technology to connect with students across the globe. Imagine a history lesson where a class in London virtually visits the Great Wall of China, guided by a student from Beijing. A science experiment conducted simultaneously in multiple countries, fostering collaboration and knowledge exchange. This is the power of the global teacher - a facilitator who transcends geographical boundaries, fostering intercultural understanding and a shared pursuit of knowledge. These educators leverage the digital landscape to create a diverse learning environment, enriching the educational experience for students worldwide.

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I view myself as a global educator due to my profound comprehension and admiration of all cultures and viewpoints. In order to foster cultural sensitivity and respect among my pupils, I actively incorporate multicultural themes into the curriculum.
I prefer to emphasize the value of educating people about global citizenship, which includes subjects like environmental stewardship, social justice, sustainability, and human rights. I encourage my pupils to think critically, feel empathy for others, and take action to address global difficulties by pushing them to participate in debates about these topics. I work with educators from all around the world on eTwinning projects, take part in international initiatives, and employ technology to link kids from other countries.

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Yes, I would like to be a global teacher. I try to promote inclusion and respect in the class. I encourage student to be curious and inform themselves. I engage students in collaborative activities and in the use of tecnologies. 

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Yes, I would like to be a global teacher. I try to promote inclusion and respect in the class. I encourage student to be curious and inform themselves. I engage students in collaborative activities and in the use of tecnologies. 

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As a teacher I can contribute to global education in some ways. I can provide information on diverse topics, help with language learning, and offer insights into various cultures and educational systems. A teacher can provide personalized guidance, real-world experiences, and a deeper understanding of individual student needs.

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As a global teacher, I am sensitive to and teach my students about global issues such as climate change, human rights, and sustainability, aiming to raise their awareness and consciousness about these topics.

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I consider myself as a global education teacher because I encourage cultural dialog and because I involved my students in Etwinning projects.

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I`m considering me as a global teacher because I promote in my work interculturality through implemented eTwinning and Erasmus+ projects. Also, I`m integrating technologies in my lessons everyday, I include as collaboration method in educational purposes the online conferences/meetings.

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I consider myself as a global education teacher because I encorage cultural dialog and cooperation among student from my class and from other European classrooms. I involve students in eTwinning and Erasmus+ projects which give opportunities both for teachers and students to collaborate and develop their competences.

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In my work, I foster interculturality using music. Students first learn their native music, then the music of countries bordering Croatia. Furthermore, the music of European nations and finally the music of distant continents. I regularly involve students in projects through which they get to know their peers from different European countries, thus developing their European and global dimension.

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In my work, I foster interculturality using music. Students first learn their native music, then the music of countries bordering Croatia. Furthermore, the music of European nations and finally the music of distant continents. I regularly involve students in projects through which they get to know their peers from different European countries, thus developing their European and global dimension.

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I consider that I am a Global Education Teacher because I am interested in discovering a lot of new things about different cultures and civilization. I teach English Culture and Civilization and I generally make comparisons with my students between important aspects related to customs and traditions.

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I consider that I am a Global Education Teacher because I am interested in discovering a lot of new things about different cultures and civilization. I teach English Culture and Civilization and I generally make comparisons with my students between important aspects related to customs and traditions.

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Global education provides

opportunities to combine formal learning and

everyday life. I consider myself a global educator because it is possible to include forestry subjects in the curriculum

a wide range of social and climate problems,

provide the instruments necessary for their

understanding and to find creative solutions

in order to face the challenges of the world that

rapidly changing and interdependent.

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I consider myself a global teacher as I communicate and try to transmit knowledge to a wide variety of students no matter their culture or religion, then we , as educators ,are the responsible ones for a global school , able to reach every student close or far away with digital and physical means.

Nowadays we have many tools and apps to make it possible, so , I am a globat educator in every corner of Europe or even the world, as we can develop projects on etwinning, Twin space, virtual talks and conferences that have a real international scope.

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I like to think about myself that I am a global education teacher. Since 2010 I have involved my students in Comenius, Erasmus or Erasmus+ projects and they have had the chance to interact in multicultural environments, learn other countries traditions, way of living when hosted in families, speak the host language, become tolerant, respect each other and the others' religion and customs. While teaching, I always try to bring to their attention the concept of being a global citizen since nowadays we live in a globalised society and it's absolutely important to acquire global education skills.

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Teaching HG requires a knowledge of the world and how it came to be as it is - humans and patterns in history and geography. I also run a Model UN club for ages 14-17, so those children experience putting themselves into the shoes of other people, other governments, and other places.

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I consider myself as a global education teacher as I am personally interested in different cultures, civilisations, customs and traditions. I have been the coordinator of many Erasmus+ projects whose main objective was to promote multiculturalism, multilingualism and diversity. In this way I offer my students the opportunity to acknowledge the importance of being global.

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I do consider myself a Global Teacher. Being a Global Education teacher means recognizing and valuing the interconnectedness of the world and understanding the impact of global issues on local communities. Several factors contribute to this perception:

1. Awareness of global issues: Global Education teachers are knowledgeable about a wide range of global issues such as climate change, human rights, poverty, and cultural diversity. They understand how these issues affect people around the world and are able to incorporate them into their teaching.

2. Emphasis on intercultural understanding: Global Education teachers promote intercultural understanding by exposing students to different cultures, languages, and perspectives. They encourage students to respect and appreciate diversity and to recognize the similarities and differences between people from different backgrounds.

3. Integration of global perspectives into the curriculum: Global Education teachers integrate global perspectives into all subject areas, not just social studies or geography. They use a variety of teaching strategies and resources to help students make connections between local and global issues and to develop critical thinking skills.

4. Emphasis on global citizenship: Global Education teachers foster the development of global citizenship skills such as empathy, communication, and collaboration. They encourage students to take action on global issues and to see themselves as responsible members of a global community.

5. Collaboration with educators and organizations worldwide: Global Education teachers collaborate with educators and organizations from around the world to share resources, ideas, and best practices. They participate in professional development opportunities and seek out opportunities for their students to engage in cross-cultural exchanges and projects.

Overall, being a Global Education teacher involves a commitment to promoting awareness, understanding, and action on global issues in the classroom and beyond.

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Yes, I do consider myself a Global Education teacher. My perception is shaped by my commitment to fostering cultural understanding, promoting global citizenship, and encouraging empathy and collaboration among students from diverse backgrounds.

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I think I am a global teacher because I am able to work in multicultural contexts and to adapt in our extremely globalized world. I teach my students about various themes like sustainable development, interdependence, cultural identity and diversity, equality and social justice.

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Yes, I consider myself a global teacher since I believe in the universal human values and I promote them in my classes, I encourage my students to embrace diversity, to be tolerant and respectful towards other cultures.

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I would sau a global teacher understand the needs of students for internationalisation, a friendship without borders, a crosscurricular integration, as we make within our eTwinning or Erasmus projects and we bring this in the classroom activity.

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I believe I am a global teacher. I encourage my students to study not only my subject, but also foreign languages, citizenship, ecology, and any other subject, because any learning experience enriches their mind. I encourage different types of learning and involve my colleagues and my students in different European projects.

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 Daniela Elena Ionele, Romania                                                  I believe that a teacher is global when he involves the students with him in international projects, Erasmus for example, as I do!

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 Daniela Elena Ionele, Romania                                                  I believe that a teacher is global when he involves the students with him in international projects, Erasmus for example, as I do!

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I think I tackle global citizenship both in my English classes, so affordable as topics are concerned, and in eTwinning and EPAS programmes. For sure I strive to be a Global Teacher, by attending courses, discussing with colleagues and doubting my work every day!

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I consider myself a global educator as I believe that I value the importance of embracing cross-cultural competence, recognizing the richness that diversity brings to the classroom. I strive to create an inclusive learning environment where every student feels valued and understood, regardless of their background. Integrating global perspectives and issues into my curriculum, I aim to broaden students' horizons and foster a deeper understanding of the world around them. By leveraging technology, I connect with educators worldwide, collaborating on projects and sharing best practices to enhance learning experiences. I am committed to instilling values of global citizenship in my students, empowering them to become compassionate, responsible citizens who contribute positively to their communities and the world. Embracing lifelong learning myself, I continuously seek opportunities to expand my knowledge and skills, inspiring my students to do the same. Being an eTwinning ambassador help me leave an impact on other teachers and empower their leadership skills and international dimension. Together we can change the world into a better place that embraces all differences.

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I wouldn't call myself a full "Global teacher," but I can see how some aspects of my competences can promote global awareness and understanding.

I can promote Global Awareness by providing information and perspectives and fostering a sense of global interconnectedness.

I can break down barriers by translating languages and communicating across cultures to facilitate cross-cultural understanding.

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I would like to think of myself as a global teacher as it is very important for me to promote empathy, multicultural understanding and the personal development of my pupils. Through projects I try to deepen their understanding of global concepts and issues, including human rights, sustainability, and intercultural communication. This encourages them to develop critical thinking and inquiry-based learning. We are all custodians of this planet and we are all it's global citizens.

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I try to be a global teacher by instilling in my students values like acceptance , respect and collaboration . Language learning is a useful tool in learning about other countries , customs and traditions .

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I believe myself to be a global teacher as I try to foster in my students respect for others and their cultures. I also try to get my students to learn about traditions and customs of other countries.

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I believe myself to be a global teacher as I try to foster in my students respect for others and their cultures. I also try to get my students to learn about traditions and customs of other countries.

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Working in a multicultural school affects your teaching and you become, even in a smaller degree, a global teacher. eTwinning and Erasmus+ projects certainly help a lot and they offer my students the opportunity to understand what being a global citizen means.

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I consider myself a  global education teacher. I promote intercultural skills among my students. We integrate diverse perspectives, cultural traditions, and global issues into their curriculum, helping students understand and appreciate the richness of human diversity.

We made students aware of global issues such as climate change, human rights, poverty and social justice. They help students understand the interconnectedness of these issues and their impact on local and global communities.

We actively sought opportunities for international collaboration, such as eTwinning projects, we made virtual cultural exchanges. Through these projects students understand the value of connecting with peers from different countries to promote mutual understanding and dialogue.

Through the use of technology we have connected students with global resources, experts and international communities. The organization of virtual trips, online forums or multimedia projects, the use of technology had and has a crucial role in expanding the global perspectives of my students.

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I am a global education as well as global teacher. I have moved countires and taught students from around 70 different countires and learnt how unique and facinating every individual, their language and their culture is. This has developoed me as an open minded educator and I bring this to my class everyday. Empathy and resillience are keys terms to be global citizen.

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Yes, I think I am a global person. I educate my students with an approach integrated with universal values. peace, love, a world where we are happy to live together.

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I consider myself a global teacher as I have experience teaching multinational groups where I encouraged everyone to be tolerant and appreciate to other cultures and direct viewpoints. It is crucial in today's rapidly changing globalised world to teach students intercultural competence and global citizenship

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I am definitely a global teacher and I try to spread the word that we need to think globally to  educate for peace , human rights, conflict prevention and deconstruction of stereotypes. I participate in Erasmus + projects , I sign the letters for Amnesty international with my students. To sum up, I teach for a better world.

l Amnesty

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To be global also entails to be local and at the same time transform into glocal as the new coined term successfully combines the two aspects!

Especially in foreign language teaching we've had remarkable achievements to depict in that sense!

Martha

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I think I'm at least a European teacher though we teach international topics in English. We try to make the students think globally.

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As a principal of my school I have to be global... As a Etwinning ambassador of my country also I had to be global... I teach my colleague to think global because of the future of our students.

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I think I am a global teacher because I try to give my students a global perspective on the world, especially in terms of languages spoken, variety of cultures, human rights and an absolute ban on racism and hate!

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I am a school librarian and I work with children in many areas, from encouraging reading, children's rights, media and information literacy, civic education, personal development, health. Therefore, I think of myself as a Global Education teacher who can work with children through various projects to develop their multiculturalism, environmental awareness and role in the world.

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I want to think of myself as a global teacher. Teaching English is more that teaching a language, it is an opportunity to open a door to other cultures. It allows me to discuss different global topics in the classroom, and approach different perspectives. Thanks to the English language, I am leading an ETwinning project with a colleague from Slovakia and it is allowing my students to know more about a country they knew little about. I have always tried to incorporate an intercultural component to my classes (videoconferences, pennpals…) and I actively participate in all international activities at school (we are Erasmus Accredited and we hosts partners from different places every year)

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I consider myself a Global Education teacher because I am passionate about raising students' awareness of the interconnected world, promoting cultural understanding, and developing skills that prepare them for success in a globalized society. I also emphasize the importance of intercultural competence, critical thinking, communication skills and a broader perspective on global issues in my teaching approach. I also include international perspectives, collaborative projects, and real-world applications in my lessons to provide students with a well-rounded education that transcends national boundaries. Global Education plays a crucial role in preparing students to thrive in an increasingly interconnected and diverse world. ​

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I think that any teacher in the 21st century classroom, virtual or traditional, has to be global. Foreign language teachers has always been global, they`ve always had that privilege. So I have this privilege too. I involve my students into Etwinning and other international projects because they have to meet other young people, other cultures, habits. Many of our students have no opportunities to travel from many reasons, so international school projects, or youth projects, are good opportunity to meet other cultures and overcome some stereotypes.

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Yes, I would like to consider myself as a Global Education teacher. I teach french as a foreign language so a big part of my lessons have intercultural elements and promote intercultural understanding and diversity. I have, also, participated in Erasmus Exchange project with my students and I try to integrating technology and digital resources to connect students with peers worldwide for virtual collaborations. While I think the term "Global Education teacher" doesn't have a strict definition, some of my teaching practices align well with the principles and goals of global education.

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Hello everyone. I am shure that we all have some interest to make our students feel part of the world. Even in an small village we can aproch the students to be corius about live in other countries including all the global themes.

I belive i am a global teacher because i am an american in europe. I belive i started from this point. I can see alll the direfences of teaching and i can add some ideas to the class. I am also working in an European school where the kids are sharing all. The lenguage, the culture, they are respecting the others and they are so opend to share what they know its important to share in different environements. For this kids, the mix of languages and nationalities, its already being in a global education.

Best regards to all

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As a teacher of music culture, I often play music of other nations with my students. The goal is for students to respect the traditions of other countries, learn about customs and respect each other. We also had several online meetings with my musical colleagues from other countries, who connected via zoom during music lessons and presented their culture, customs and music.

We are also part of the Erasmus project Muzolinguainternational, where we learn about folk music from all member countries of the project in music camps.

For me, this is exactly the meaning of the word global teacher - learning by experience, getting to know each other, cooperation, teamwork

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Yes, I am a global teacher

I share my expertise with fellow professionals and establish valuable professional connections through collaboration in E+ projects, as Scientix Ambassador or member of EASE Executive Board

I create a globally inclusive environment for students implementing dfferent Erasmus+ projects

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Though I teach the native language and literature, I  introduce my students to other cultures and languages, cultural concepts. I believe that multiperspectivity fosters critical thinking among young people and reduces the possibility of factual manipulation.

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Though I teach the native language and literature, I  introduce my students to other cultures and languages, cultural concepts. I believe that multiperspectivity fosters critical thinking among young people and reduces the possibility of factual manipulation.

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I think everyone who respect another nation and culture, like to learn about history and tradition, and share love can consider himself a global teacher.

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I think everyone who respect another nation and culture, like to learn about history and tradition, and share love can consider himself a global teacher.

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Being a foreign language teacher a major part of my job is to be a global teacher as teaching a language also includes teaching its culture, customs, traditions, values etc...

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I am not sure about whether I am a global teacher or not but I try to be so.I have some multicultural students in my school and try to learn their cultures and languages .I also join in the multicultural projects and give my students the chance to collaborate with their peers from other countries.

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Yes, I consider myself a Global Education teacher. I combine two cultures in my own life. I try to make my students aware of and open to different cultures. I'm involved in various Erasmus and eTwinning projects.

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I consider myself to be a global teacher as my school has been involved in many Erasmus projects. We have visited some European schools and learnt a lot about other cultures and education systems. Also I used to work in many eTwinning projects.

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In the world that we live in, I think that being global, or being a global citizen, is something we should all aspire to be. Applying that concept to my professional life I try to also be a “global teacher”. For me being global means knowing, sharing and respecting different cultures. Therefore I have been involved in different projects like Erasmus or eTwinning that allow me and my students to know different cultures and interact with a large diversity of people. My goal is to help build responsible citizens, aware not only of their local reality but also of the global, developing their critical thinking and consequently understanding of the world around them. There are two factors that also contribute to my process of becoming a “Global teacher”: the fact that I teach a foreign language and culture and the increasing variety of nationalities in our classes.

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I believe I am a global teacher, not because I have to but because I love to teach about diversity, different places, different cultures, different traditions. I teach English and this topic is also part of the curriculum.

As I mentioned in a comment, nowadays the classes are becoming more and more diverse and if we want to reach the students who are from other countries, we have to learn about their countries, cultures, languages, traditions. It was really nice to see a student writing an ID card on the board in English and Bengal! And the other students also tried to write information about themselves in Bengal! It was amusing and moving. I also coordinated an Erasmus project regarding Inclusive Vocabulary. It was also a challenge! In my opinion, the most important word we have to teach is RESPECT! ❤️

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I refer myself more to the ordinary teacher but it`s never late to start someting new especially when I`m a teacher of English and have got a nice experience with my students on eTwinning projects. However, there`re a lot of challenges to educate multicultural children and it needs a high level of cultural awareness.

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Only with openness and curiosity can you discover the diversity of our planet. Without this awareness, many possibilities remain closed. I think this approach is important to make students aware of their own role. But openness and curiosity also includes learning and development for yourself and for the future.

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interesting to participate in a global word

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interesting to participate in a global word

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I teach with respect for diversity and for Peace. I make conections between language, litterature and other school subjects. My students become aware of their reights and know about their obligations too. Together we ask questions and problematise. After years, the students look for me and I feel and I know that I contributed that they to see the world.

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I think to be a global teacher because I have always been open minded ,interested in different cultures,with a great Wish to know people from other countries,their habits and traditions. As teacher I try to educate my students to respect and to arise their knowledge about the importante of other cultures. I am an etwinner. My students are used to cooperate with students from different part of Europe and this helps them to be conscious about the fact that that we are not alone and that we are European citizens. They are used to meet other students online,speaking different languages . This Is important for them.

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I love learning about different cultures, lives, foods, languages.

I try to make my students feel that the world is colorful.

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I do not consider myself a glogal teacher , but I try to become one year by year. I participate in various european and international projects with my students and I try to familiarize them with other cultures and civilisations.

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I don't think I could define myself a "global teacher" yet. As I work in a small town in the countryside, the number of foreign students is really low. Obviously, I try my best to know them and make them share us infos about their culture, but I deeply feel that this is not enough.

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I try to let the voices of all my students be heard in my multicultural classes, including all their language repertoires in translanguaging activities, engaging their competences through CLIL lessons and service learning in our local community.

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I consider my self a global teacher as I teach English. In this sense I am obliged by my subject to travel around the world by reading, with my students, about different places and cultures, by listening to people coming from different cultural backgrounds.

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Yes, I am. Why? Because I teach my students about generosity, kidness, good harted, to be open minded and curious about the world.

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My students inspire me to become a global teacher, because the group of children I educate is multicultural, children have various educational needs.

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As I teach English and French language, I think there is no other better way how to describe myself as a global teacher. I interconnect these two languages as much as possible, not only in grammar but in vocabulary and culture, as well. Children like it and they see it as a good example how to use their knowledge in other subjects.