Global teachers as global learners: Intercultural teacher training in international settings

Abstract

The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) – four of whom are co-authors of this article. Drawing on original data from written narratives and online discussions, as well as using collaborative writing as a form of inquiry, we locate these experiences within the field of intercultural education, problematize the notion of global mobility and identify the unique training needs of an emerging breed of teachers.

Development and Validation of Pedagogical Beliefs About Teaching Practices Questionnaire: A Cross-Continental Study

“…The similarity in scores for North American, South American, and European schoolteachers aligns with the findings of previous international or intercontinental studies in the field (Bauman & Del Río, 2005;Little et al, 2019;Roose et al, 2019;Sharma & Sokal, 2015;Sharma et al, 2018;Yan, 2018). Some of the authors of these studies have proposed that the similarities may be explained by the fact that, despite the important cultural differences between continents and the significant variations in educational settings among countries, in the end, the educational challenges and issues that schoolteachers face in the Americas and in Europe do not differ greatly.…”

Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method

“…In this sense, global teachers are, at the same time, global educators and global learners (Byker & Xu, 2019; Carano, 2013; Little et al, 2019) since it is necessary to support the development of their attitudes toward global learning during teacher education programs (Bamber et al, 2013).…”

Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

“…De hecho, son múltiples los estudios que evidencian la potencialidad de las estrategias colaborativas de formación para incrementar la competencia intercultural del profesorado. Entre otros, cabe citar, por ejemplo, la experiencia analizada por Little et al (2019) con un programa online (iPGCE) dirigido a profesionales de la educación que trabajan en entornos multiculturales. La reflexión y la escritura colaborativa sobre la propia práctica docente, como núcleo fundamental del curso, resultó especialmente eficaz para desarrollar la conciencia e identidad intercultural de los participantes.…”

“…Por el contrario, el análisis de problemas inciertos y complejos y el trabajo en equipo con otros centros parecieron ser los métodos menos empleados por los miembros del claustro, pese a las múltiples ventajas que la coordinación con otras instituciones parece reportar para el aprendizaje docente en interculturalidad (Little et al, 2019).…”