With the advancement of globalization, global competence has become a necessary qualification for teachers. In conjunction with TALIS conducted by OECD in2018 and the structure of teachers' global competence, the teachers’ global competence is divided into three dimensions: understanding, preparation and practice. Based on the data from TALIS 2018 survey in Shanghai, the analysis was conducted by SPSS software to present the performance and influencing factors of teachers' global competence in China, and finally proposed strategies to improve teachers' global competence. The study found that teachers in Shanghai performed well on the understanding and preparation dimensions of global competence, but were inadequate on the practice dimension. The gender, teaching age and study abroad factors had significant effects on the understanding dimension of teachers' global competence; the gender, education and teaching experience factors had significant effects on the preparation dimension of teachers' global competence. Accordingly, it is recommended to encourage teachers to go abroad for further training, to pay attention to post-service teacher education and the guiding role of expert teachers, and to deepen the practice orientation of teachers' global competence.

Ye Ziling, Xie Min, Gu Rong. The Development Status and Enhancement Strategies of Teachers' Global Competence: Evidences from TALIS 2018 Survey in Shanghai. Frontiers in Educational Research (2024) Vol. 7, Issue 2: 94-100. https://doi.org/10.25236/FER.2024.070215.

[1] Van Roekel, D. (2010). Global competence is a 21st century imperative. NEA Policy and Practice Department.

[2] Ainley, J. and R. Carstens (2018), "Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework", OECD Education Working Papers, No. 187, OECD Publishing, Paris, https://doi.org/10.1787/799337c2-en.

[3] OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en.

[4] UNECSO. Records of the General Conference at its eighteenth session, Paris, 17 October to 23 November 1974, Volume 1 Resolutions[R]. Paris: UNESCO, 1974:148.

[5] Hayden, R. L. (1983). A Beginning: Building Global Competence. State Education Leader, 2(4), 1-3.

[6] OECD (2020), PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? PISA, OECD Publishing, Paris, https://doi.org/10.1787/d5f68679-en.

[7] Tye, K. A. (1990). Global Education: From Thought to Action. The 1991 ASCD Yearbook. Publication Sales, Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314 (Stock No. Y1900; $19.95).

[8] ZUO Huang, WEI Guowu. (2020). The Connotation, Structure and Development Path of Teachers' Global Competence: An International Perspective. Modern Distance Education Research, 32(04):65-73.

[9] Steiner, M. (Ed.). (1996). Developing the global teacher: Theory and practice in initial teacher education. Trentham Books.

[10] Litzelman D K, Gardner A, Einterz R M, et al. (2017) On becoming a global citizen: transformative learning through global health experiences [J]. Annals of global health, 83(3-4): 596-604.

[11] Devlin-Foltz, B., & McIlvaine, S. (2008). Teacher preparation for the global age: The imperative for change. Longview Foundation.

[12] Zhao Y (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of teacher education, 61(5): 422-431.

[13] Partnership for 21st Century Learning. (2014). Global Ready Teacher Competency Framework: Standards and indicatorsiEB/OL1.2019-09-201.http://www.p21.org/our-work/global-education.

[14] Meng Fansheng, Qu Zhengwei, Wang Fan. (2017) A Comparative Analysis on Professional Development Needs of Primary and Middle School Teachers at Different Stages. Journal of Northeast Normal University (Philosophy and Social Sciences), (03):151-156. DOI:10.16164/j.cnki.22-1062/c. 2017. 03.027.

[15] Zhang Yasi. (2019) Global Competency Research of Middle School Teachers in the Pearl River Delta —Based on the PISA Global Competence Framework. Guangzhou University, (01).

[16] LIANG Xi. (2020) Influencing Factors and Promotion of Teachers' ICT Application: Evidences from Shanghai's TALIS 2018 Data. Open Education Research, 26(01):50-59.