Study Abroad for Pre- and In- Service Teachers: Transformative Learning on a Global Scale


Section 1. Intentionality in the Instructional Design of Teacher Study AbroadBuilding a Pathway to Prepare Globally Competent TeachersLaying a Foundation for Global CompetenceDevelopment of a Global Learning PathwayCreating Opportunities for Education Majors to Broaden their Cultural PerspectivesBuilding Global Competence for Overseas Student TeachingProgram Revisioning: Applying Global Learning to Teaching PracticeGuiding and Assessing Global Competence in TeachingDesigning a Certificate Recognizing Global Competence in TeachingDiscussion of Initiatives Within the Theoretical FrameworksSolidifying the Global Learning Pathway and Overcoming ObstaclesReferencesUsing Global Citizenship 1-2-3 and Study Abroad to Prepare Global-Ready EducatorsIntroductionBackgroundGlobal CitizenshipGlobal Citizenship EducationA Model for Global Citizenship EducationImplementation of Global Citizenship 1-2-3Background of ProgramParticipantsCulturally Responsive ContentGlobal-Itifused ContentExperiential OpportunitiesFindingsConclusionReferencesTransforming Teacher Preparation for Global Readiness: Scaling Up Education AbroadIntroductionMethodsFirst StepsKey Components in Instructional DesignSupporting CourseworkFaculty, Student and Staff SupportConclusionReferencesGoing Global in Teacher Education: Lessons Learned from Scaling UpIntroductionGrounding the Programs in a Theoretical FrameworkProgram ComponentsPie-DepartureInternational ExperienceRe-entryAssessing and Supporting Student GrowthLessons Learned from Scaling UpConclusionReferencesAn International Graduate Program for Educators: Transformative Professional Development for In-Service Teachers in International SchoolsIntroductionRecent Graduate Studies in International K-12 Schools and IGPE’s EmergenceIGPE’s Contributions to Best PracticesThe IGPE DesignMaking ConnectionsTailoring the Program to Site GoalsAccepting Applicants and Vetting InstructorsDesigning Elective Opportunities and AccommodationsCourse Curriculum and Workshop ContentChallengesConfusion About New Site Approval ProcessesProhibitive Admissions RequirementsIncreases in Market Competition and In-Hand Master’s DegreesAttributes for Success in International In-Service Teacher EducationProgram FlexibilityContext-Savvy InstructorsVision for Collaborative Program GrowthConclusionReferencesDesign Principles for International Teacher Study Abroad Programs: The Case of the Instructional Leadership Institute for Pakistani Educators (ILIPE)IntroductionCharacteristics of Effective Teacher Study Abroad ProgramsEffective Teacher Study Abroad Programming—Seven Principles of DesignChallenges to the Effective Design of Teacher Study Abroad ProgrammingConclusionReferencesPost-Method Design for an English Language Teacher-Training Study Abroad Program: From Western China to CanadaIntroductionThe West China ProgramA Post-Method Approach to ELT SA Professional DevelopmentIntegrating a Post-Method Orientation into the WCP CurriculumOperationalizing a Post-Method Approach in Teacher SA: PPP and KARDSParticularity, Practicality, and Possibility (PPP) in Teacher EducationKARDS: An Integrative Model for a Study Abroad Program DesignKnowingAnalyzingRecognizingDoingSeeingPost Program OutcomesChallengesConclusionReferencesSection 2. Implementation and Introspection in Teacher Study AbroadExperiential Education as a Precursor to Culturally Responsive TeachingIntroductionCourse Context and Program OverviewActivities Before the EE ProgramPre-Trip PreparationActivities During the EE ProgramActivities after the EE ProgramConclusionReferencesAn International Student Teaching Program in Germany: Partnering with the United States Department of DefenseIntroductionInternational Student Teaching Program in GermanyOrigins and Evolution of the International Student Teaching Program in GermanyCollaboration Toward Unique Student Teaching ExperiencesDepartment of Defense Education Activity (DoDEA) SchoolsUniversity Supervisors’ PerspectivesProgram Details: Teaching TimelineProgram Details: Course Requirements and Benefits to DoDEA SchoolsProgram Details: University Supervisor ResponsibilitiesImpact of Study Abroad on Teacher EducationInternationalizing Perspectives and Teacher Identity DevelopmentChallenges and Future ImprovementsConclusionReferencesA Qualitative Analysis of Teacher Candidates’ Study Abroad Experiences in MalawiIntroductionBackgroundPurpose and SignificanceMethods and ProceduresParticipantsSettingsResearch MethodologyData AnalysisResults and DiscussionOtheringCommunication and LanguageDisorienting/Eye-Opening ExperienceSimilar/Different Cultural ExperiencesTwo-Way Learning ExperienceLimitationsConclusionReferencesImplementation of an Interprofessional Study Abroad Experience in Botswana for Special Educators and Speech-Language PathologistsIntroductionReciprocal Relationship between the University and BotswanaInterprofessional EducationFulbright-Hays GPAMethodsDesignParticipantsCurrent and Future ProfessionalsInstructorsBotswana PartnersThree Phases of the ProjectPhase 1 - Eight Week Pre-Departure InstructionPhase 2 - Four Weeks’ Study Abroad in BotswanaPhase 3 - Post-Overseas Phase (After Return to the United States)Quantitative MeasuresIntercultural Sensitivity SurveyIntercultural Knowledge and Competence Value RubricLinguafolioQualitative MeasuresDebriefing MeetingsDaily BlogsObservationsResultsDiscussionImplications for PracticeConclusionReferencesInternationalizing Teacher Practice through the Arts: Exploring the Impact of a Drama-Infused Study Abroad ProgramIntroductionPrecedence for Arts EducationChallenges to the VisionBackground to the PartnershipProgram Structure and GoalsProgram CostsIn PreparationCurriculumScheduleTeaching and LearningReflection and AssessmentMethods to Assess the Impact of the ProgramFindingsFeedback from Participant Evaluation FormsImpact Over Time on InstructionImpact Over Time on Professional IdentityDiscussionConclusionReferences“We Learned Together”: Amplifying the Impact of International Experience for Pre-Service Teachers through Cross Program CollaborationIntroductionTheoretical FrameworkIntegrating Inquiry-Based Science Learning with Language and Literacy DevelopmentViewing Emergent Bilingual Children from a Strengths-Based LensPreparing Teacher Candidates for Teaching English Learners Through Study Abroad ExperiencesContext for the Global Discovery Abroad ProgramVision and Process for the Global Discovery ExperienceThe School ContextCollaborating to Bring Science and Language Learning to LifeMethodsParticipantsStudy DesignData Collection and AnalysisFindingsFacing FearsImportance of CollaborationFuture PracticeDiscussion: Reflecting on Our Collaboration and Ways ForwardConclusionsReferencesFrom Problematic to Powerful: The Critical Role of Teacher Education Faculty During Teacher Study AbroadIntroductionBackgroundTransforming Dominant IdeologyThe Case for Transformative DialogueFrom Problematic to PowerfulPossibilities for Antiracist Transformative WorkFinal ThoughtsReferencesSection 3. Innovation in Teacher Study AbroadThinking Locally in a Global Context: Principles for Designing a Shared Community-Engaged Study Abroad ProgramIntroductionPrinciples for Developing Community-Engaged Study Abroad ProgramsPrinciple 1: Partners Discuss Assets and Needs and Agree on Goals, Roles, and OutcomesPrinciple 2: Partners Share Power, Ownership, and ResourcesPrinciple 3: Partners Prioritize Open Communication, Facilitate Rich Interactions, and Mediate Cultural and Linguistic DifferencesPrinciple 4: Partners Work Collaboratively to Monitor and Evaluate the ProgramPrinciple 5: Partners Value Mutual Trust, Respectful Relationships, and Commitment to SustainabilityEnacting Principled Community Engaged Pedagogy on the GroundConclusionAcknowledgementReferencesDeveloping Global-Mindedness in Teacher Education through Virtual and International Intercultural ExperiencesIntroductionToward a Framework for Global-Mindedness in Teacher EducationExperienceReflectionWeHorizonVirtual and International Intercultural ExperiencesVirtual Intercultural ExperiencesCo-Teaching with International EducatorsDesigning a Collaborative Arts FestivalReflecting Critically about Social Media and Human RightsInternational Intercultural ExperiencesConsidering Alternative Perspectives in CubaExploring Alternative Pedagogies in ItalyConnections to the Medial FrameworkLessons LearnedReferencesTransforming Language Teacher Education: Utilizing Virtual Exchange as an Alternative to Study AbroadIntroductionLiterature ReviewTransformative LearningStudy AbroadVirtual ExchangePedagogical Content KnowledgeResearch QuestionMethodologyParticipantsProceduresResultsDiscussionLimitationsConclusionReferencesRepresentation and Reciprocity in Early Childhood Education: Cross Cultural Field Insights in an Anishinaabe ContextIntroductionContextInternational Field Work in ECESovereigntyField Placements in Indigenous CommunitiesTheoretical FramingMethodsThe UM ContextThe Lakeland Anishinaabe ContextIntroduction to Anishinaabe Culture CoursePreK-3 Community School ClassroomData Collection and AnalysisFinding: Insider/OutsiderFluid Nature of RolesAssets ApproachHistorical TraumaTranslation at the BorderImplicationsReferences
 
Next >