At School in the World (eBook, PDF)

Developing Globally Engaged Teachers
Redaktion: Ullom, Carine E.; Guler, Nilufer

• Format: PDF

Produktbeschreibung

The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the necessity of incorporating global citizenship and intercultural competence development into education curricula at all levels. This volume includes the voices of forty-seven emerging and distinguished intercultural education scholars from ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, preservice teachers (undergraduate and graduate), and practicing teachers. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help these education practitioners develop their awareness of the importance of internationalization of teacher education;develop their intercultural competence; andlearn strategies for incorporating global approaches in their courses and programs.

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 438
• Erscheinungstermin: 2. Februar 2023
• Englisch
• ISBN-13: 9798881874223
• Artikelnr.: 74846907

Autorenporträt

Contributors Nila Akinyi, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Nilufer Guler, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Carine E. Ullom, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Miri Yemini, Chudi Zhou, Lili Zhou About the Editors Carine E. Ullom, PhD,is the associate dean of instructional innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years' experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among preservice teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange. Nilufer Guler, EdD, is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE.

Inhaltsangabe

Foreword (Miri Yemini)
Preface
Acknowledgments
SECTION I. GLOBAL COMPETENCE
1 Intercultural Competence as the Core to Developing Globally Engaged
Teachers (Nanda Dimitrov and Darla K. Deardorff)
What Competencies Do Globally Engaged Teachers Need?
Developing the Core: Intercultural Competence
Figure 1.1: Process Model of Intercultural Competence
Attitudes
Knowledge
Skills
Internal Outcomes
External Outcomes
Implications for Teaching Development
Developing Further: Intercultural Teaching Competence
Textbox 1.1: Intercultural Teaching Competence Framework
Current Trends and Gaps in Instructor Development
Gaps
Textbox 1.2: Example from the Field: Language Teachers' Intercultural
Competence Development (Hungary)
Mentoring for ITC: Current Approaches and Future Possibilities
Organization-/Curriculum-Level Preparation
Individual Instructor Development: Beyond Awareness
Textbox 1.3: Example from the Field: Intercultural Engagement at the IÉSEG
School of Management (France)
Developing Perspective-Taking and Awareness of Positionality
Textbox 1.4: Walk with Your Students Activity
Experiential and Community-Engaged Approaches
Facilitation Skill Practice with Feedback
Developing Curriculum Design Competencies
Textbox 1.5: Example from the Field: Teaching Assistant Development at the
Hong Kong University of Science and Technology
Textbox 1.6: UNESCO Story Circles Vignette
Guided Reflection
Textbox 1.7: Self-Reflection Questions for Teachers
Summary
References
2 Global Competence Education Strategies: A View from around the World and
Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna
Howland, and Melissa Liles)
International Intergovernmental Conceptions of GComEd
Table 2.1: Relevant Abbreviations and Their Associated Terms
OECD
UNESCO
CoE
EU
Discussion of Conceptions of Global Competence
From Intergovernmental Strategies to Practical Implementation
Selected National Conceptions of GComEd
Table 2.2: Examples of Additional Intergovernmental Organizations Tactics
Belgium (Flanders)
Brazil
Canada
Egypt
Finland
Greece
Italy
New Zealand
Singapore
South Korea
UK
United States
Comparing National Strategies
Approaches
Key Actors
Teacher Preparation
Considerations for Successfully Embedding Global Competence in School
Education
Stakeholder Alignment
Holistic Approach
Professional Development for Teachers and Teacher Trainees
Summary
Acknowledgments
References
3 The Nonformal Education Sector and Global Competence Education (Corinna
Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)
Defining the NFE Sector in the Context of Global Competence
Table 3.1: Ideal-Typical Characteristics of Formal, Nonformal, and Informal
Education
Research Design
Textbox 3.1: Interview Questions and Sequence
Subject Pool and Participant Selection
Textbox 3.2: NFE Organizations Considered for Analysis
Limitations
Preliminary Findings
Defining Global Competence in the NFE Sector
Overview of Key GCE Offerings
NFE-FE GCE Relationships
Table 3.2: Links between Nonformal Educators and Other Education Actors
Case Studies
Discussion
Conclusion
Acknowledgments
References
SECTION II. SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRESERVICE TEACHERS
4 Developing Global Perspectives in Preservice Teachers: Approaches from
the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville)
Defining Global Education
Global Education in Our Teaching Context
Teaching Approaches: Opportunities in Global Education
Table 4.1: Teaching Global Perspectives across the Curriculum
Melissa's Approach: Application of Human Rights Education
Heather's Approach: International Cooperation
Gerardo's Approach: Critical Global Education
Common Activities
Challenges in Global Education
Conclusion
References
5 Global Competence Development through the Lens of Graduate Students in
Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin
Cheng)
Global Competence in Schools of Education
Globally Competent Learning Continuum
Action Research Framework
Theoretical Framework
Context and Participants
Table 5.1: Participant Demographics
Methodology
Data Collection
Table 5.2: Data Sources
Findings and Discussion
Qualitative Data Analysis
Table 5.3: Globally Competent Learning Continuum: Examples of Participant
Perspectives
Quantitative Data Analysis
Table 5.4: Globally Competent Learning Continuum Self-Assessment Values at
Time 1
Table 5.5: Values for Each Element of the Globally Competent Learning
Continuum at Time 1 and Time 2
Discussion of Results
Limitations
Figure 5.1: Transformative Learning via Action Research
Conclusion
References
6 Through Their Lenses: Preservice Teachers' Perceptions of the Value of
Their International Teaching Experiences (Kimberly Howard)
Developing Global Competence and Empathy
Complications with Studying ITEs
Understanding ITEs through the Lenses of Preservice Teachers
Table 6.1: Participant Demographics
Methodology
Data Analysis
Findings
Forming Relationships
Gaining Experience as Teachers
Gaining Personal and Professional Self-Confidence
Figure 6.1: Kelly's Photo, England
Contextual Learning
Figure 6.2: Rachel's Photo, Japan
Expanding Their Worldview
Analyzing Multiple Perspectives of Education
Figure 6.3: Katie's Photo, New Zealand
Discussion
Implications and Recommendations
Conclusion
References
7 The "Five Cs" of Cultural Immersion: Adding Depth and Meaning to
International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken
Pritchard, and Amara Stuehling)
World-Readiness Standards for Learning Languages
In a Nutshell: Global Gateway for Teachers
Predeparture Preparation
On-Site Support
Program Design
The Five Cs: Learning Languages and Student Teacher Immersion
Table 7.1: Summary of the "Five Cs" from the Perspectives of "Learning
Languages" and "International/Intercultural Student Teaching"
In Support of the Structure
The Five Cs in Student Teaching Immersion Experiences
Communication
Figure 7.1: On-Site Field Assignments Topics Aligned with the Five C Goal
Areas
Cultures
Connections
Comparisons
Communities
Discussion
References
SECTION III. INTERNATIONAL COLLABORATION IN TEACHER PREPARATION
8 Developing an Equitable Global South-North Partnership in Support of
Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia,
Karen L. Biraimah, and Brianna A. Kurtz)
The Transformation of the Rewards and Challenges of US Study Abroad
Programs
Intercultural Competence in Teacher Education
Issues Related to Global South-North Partnerships
Notions of Decoloniality and "Othering"
Developing Sustainable and Equitable Global South-North Partnerships
The University of Botswana and the University of Central Florida
Partnership
The Challenge of Overcommitted Faculty from the Global South
The Challenge of Linking Collaborative Partnerships to Quality Programs
Financial Hurdles
Theoretical Perspectives on the Impact of Globalization, Study Abroad, and
Global Partnerships
Internationalization and Global Competence
Colonialism, Decoloniality, and Their Impact on Globalization
Critical Cosmopolitan and Social Justice
Global Citizenship
Moving from Theory to Practice
Methodology
Participant Demographics
Results
Basic Knowledge Acquisition
Figure 8.1: Racial Self-Identification of Program Participants
Figure 8.2: Academic Standing of Program Participants
Figure 8.3: Degree Intentions of Program Participants
Participants' Most Rewarding Experiences
Participants' Most Challenging Experiences
Professional Development and Personal Growth
Conclusion
References
9 Building Bridges: A Case Study of a Kenya-US Faculty Exchange and
Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N.
Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)
Context and Components of Partnership
Conceptual Framework
Research Questions
Review of the Literature
Benefits of Teacher Exchange
Impacts of Global Partnerships
Call for Social Justice
Method
Qualitative Inquiry/Case Study
Data Collection and Analysis
Description of the Participants
Findings
Finding 1: Impact Was Felt on Both the Individual and the Institutional
Level
Table 9.1: Impacts of Global Partnership
Finding 2: Benefit Was Mutual
Table 9.2: Student/Faculty Responses on Teaching Impact
Finding 3: Building Relationships as the Essential Foundation for
Partnership
Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and
Open Dialogues that Sustain Healthy Partnerships
Next Steps: Stepping up with Social Justice
Discussion
Conclusion
References
10 Fostering Preservice Teachers' Social Justice Awareness and
Intercultural Competence through a Virtual Global Community of Practice
(Bima K. Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion)
Review of Relevant Literature and Theoretical Perspectives
Social Justice in Teacher Education
Intercultural Competence
Community of Practice
Course Design and Implementation
Table 10.1: GSJE Curricular Activity Summary
Textbox 10.1: Identities Activity
Course and Study Participants
Research Methods
Study Participants
Data Sources
Table 10.2: Participant Demographics
Data Analysis
Table 10.3: Data Analysis Framework
Findings
Awareness of Local and Global Social Justice
Intercultural Competence Development
Discussion
Learning through Engagement in the GSJE Community
Anticipated Use of GSJE in Their Future Teaching
Conclusion
References
11 Modeling Global Teaching Pedagogies in Virtual Teacher Exchange (Laura
Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori)
Global Values and Competencies in Teaching
Collaborative Virtual Exchange
Italian-US American Collaborative Virtual Exchange
Modeling and Authentic Practice of Global Teaching
Situating Issues in Global and Local Context
Counternarratives
Dialogical Experiences and Thinking Routines
Four Phases of the Virtual Exchange
Designing Virtual Exchange for Developing Global Competence
Scaffolding Intercultural Communication
Experiencing Global Teaching and Applying It Authentically
Integrating Reflexivity
Conclusions for Teacher Educators
References
SECTION IV. PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORS
12 Internationalizing Teaching and Learning through Faculty Inquiry Circles
(Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong Wang)
Review of Relevant Literature
Theoretical Framework
Globally Competent Learning Continuum
Teaching for Global Readiness
Figure 12.1: Globally Competent Learning Continuum
Figure 12.2: Four Dimensions of Teaching for Global Readiness
Table 12.1: Crosswalk of the 12 GCLC Elements and the Four Dimensions of
TGR
Methods and Context
Table 12.2: Presence of GCLC Elements and TGR Scale Items in Assigned
Readings
Participants
Data Collection and Analysis
Results
Results from Pre- and Postexperience Surveys
Table 12.3: Themes and Categorical Codes Extracted from
Participant-Generated Written Reflections
Agreement with Implementing Global Teaching Practices
Figure 12.3: Implementing Global Teaching Practices Pre- and
Postintervention (N = 10)
Figure 12.4: Agreement with Implementing Global Teaching Practices Pre- and
Postintervention (N = 10)
Participant Ratings of Proficiency in Global Learning
Figure 12.5: Participant Ratings of Proficiency in Global Learning Elements
Pre- and Postintervention (N = 10)
Results from Changes to Syllabi
Results from Action Research Reports
Table 12.4: Frequency Change of Global Teaching in Course Syllabi (N = 9)
Findings from the Reflections
Discussion and Conclusion
Appendix: Assessment Instruments and Tools
Acknowledgments
References
13 Supporting Education for Sustainable Development through an Online
Global Forum for Teacher Educators: An Emerging Community of Practice
(Ingrid Schudel, Lorna Down, Rosalyn McKeown, Stefan Baumann, Andrew
Petersen, and Shepherd Urenje)
Online Learning Communities
Knowledge Navigation and Stewarding in Communities of Practice
A Reflexive, Realistic Evaluative Study
Data-Generation Methods and Analysis
Figure 13.1: Representation of the Analytic Process for the Evaluation
Findings and Discussion
Knowledge Navigation in Our CoP
Knowledge Stewarding in Our CoP
Table 13.1: Responses to: What parts of the monthly thematic units are most
helpful?
Relational Dynamics across Boundaries in Our CoP
Contextual Dynamics of Participation in Our CoP
Table 13.2: Rating Technical Support in the Forum (5 = Excellent)
Conclusion
Appendix: Online Global Forum on ESD for Teacher Educators Participant
Survey
References
14 Engaging Globally Oriented Literacies in Teacher Education: A Guide to
Syllabus Revision (Delane Bender-Slack)
My Evolution as an International Educator
Global Learning
Global Learning and Global Literacy
Internationalizing a Course
General Process for Internationalizing a Course
Step 1: Choose a Global Competence Framework
Step 2: Plan an Intercultural Project
Step 3: Integrate Global Competencies into Each Syllabus Section
Table 14.1: Course Internationalization Process
Applying the Course Revision Process to a Content Area Literacy Course
Step 1: Choose Global Competence Framework
Table 14.2: Outcomes Aligned to Standards and Global Competency Framework
Step 2: Plan an Intercultural Project
Step 3: Integrate GCs into Each Syllabus Section
Table 14.3: Modified Schedule
Textbox 14.1: Vocabulary Activity
Textbox 14.2: Critical Literacy Text Search
Textbox 14.3: Textbook Analysis
Conclusion
References
15 Challenges Encountered in Embedding Global Perspectives in Teacher
Preparation Curriculum (Nilufer Guler and Carine Ullom)
Review of the Literature
Global Education
Teacher Preparation and Global Competence Development
Teacher Preparation Faculty and Global Education
Theory and Framework
Core Conceptual Dimensions of Global Citizenship Education (UNESCO)
Table 15.1: Core Conceptual Dimensions of Global Citizenship Education as
Actualized in the Faculty Development Program
Transformative Learning Theory
Research Methods
Research Question
Research Context
Research Participants
Table 15.2: Participant Information Sorted by Institution Type and Years of
Experience
Data Collection
Data Analysis
Results and Discussion
Lack of Interest and Support within Their Department
Student Lack of Interest
Lack of Opportunities and Time
Additional, Positive Findings
Discussion
Limitations
Implications and Recommendations
References
Bibliography
Index
About the Contributors