A Scoping Review of Research on Initial Teacher Education for Global Competence: Constructions of Professional Identity and Emerging Research Trends

Purpose This paper conducts a scoping review to examine bibliometric trends, the construction of the ‘globally competent teacher’ identity, and emerging themes in research on initial teacher education for global competence. Design/Approach/Method The study employs a scoping review methodology to analyse 44 peer-reviewed journal articles. Findings Firstly, the bibliometric trends indicate that while research is largely Western-centric, there is a notable rise in studies conducted in non-Western contexts. Secondly, the analysis reveals a predominantly ‘humanistic’ approach to constructing the professional identity of globally competent teachers in the literature. This contrasts with concerns about the growing influence of human capital theory and neoliberal market logics on the professional development of globally competent teachers. Additionally, the findings highlight a significant gap between the professional identity constructed in the literature and the practices undertaken to prepare globally competent teachers. Originality/Value The findings underscore the need for more inclusive and globally representative research and discussions to better align teacher education practices with the demands of a rapidly changing global landscape shaped by growing scepticism towards globalisation as an unquestionably positive phenomenon and an educational landscape transformed by the rapid evolution of artificial intelligence. The study provides valuable insights for policymakers, educators, and researchers seeking to equip teachers with global competence in diverse contexts.