‘Identity work in a dialogic international teaching practicum’

A

“…For instance, in several statements, Amelia and Vivian noted how they considered their own assumptions about language and its role in education. While we saw these two enter into dialog with their assumptions, other PST such as Jacquie and Karina entered into more meaningful dialog to challenge long-held beliefs and wonder about actions they could take in their future classrooms (Bamber, 2015;Jasis & Ordóñez-Jasis, 2005;Parr & Chan, 2015).…”

“…Throughout the literature, PST who participated in international experiences reported gaining more complex understandings of schooling, connections between culture and schooling, and a more nuanced understanding of, and respect for student differences (Roose, 2001). In addition, collaboration within such programs provides PST with the added support of a community of peers with whom to engage in the meaningful dialogue that can further challenge long-held beliefs (Bamber, 2015;Jasis & Ordóñez-Jasis, 2005;Parr & Chan, 2015 Bringle and Hatcher (2011) defined international service learning as the "combination of service-learning, study abroad, and international education" (p.14). International service learning programs offer unique experiences for the practice of community mapping.…”

Přísliby a výzvy vícemístné etnografie ve výzkumu diverzity v pregraduální učitelské přípravě

“…V analýze se snaží pochopit, jaké praktiky používají děti doma a pak na nich staví ve výuce. V jiných studiích mají studenti a studentky získat citlivost ke kulturní různosti tím, že budou vykonávat učitelskou praxi v odlišné -často rozvojové -zemi (k příkladu australských studentů a studentek praktikujících v Súdánu viz Turner, 2013; podobně k příkladu australských studentů a studentek praktikujících v Jižní Africe viz Parr & Chan, 2015).…”

“…McNew-Birren et al, 2017) nebo praxí v cizí zemi (např. Parr & Chan, 2015;Turner, 2013), aniž by byla provedena analýza dat srovnatelného rozsahu a hloubky z obou prostředí. V jiných studiích není výrazněji sledována vazba mezi výukou na univerzitě a praxí studujících, ačkoliv autoři analyzují data (např.…”

The receiving end: Namibian educators’ perceptions of international student exchange from the Global North

“…Several authors highlight that students who participated in them were empowered by the experience and developed global and intercultural competence, along with a deeper understanding and appreciation of cultural differences (Smolcic and Katunich, 2017;Cushner and Mahon, 2002;Pence and Macgillivray, 2008;Cushner, 2007;Masel Walters et al, 2009;Willard-Holt, 2001). However, some scholars have also raised concerns about the outcomes of international teaching practice programmes (for example, Klein and Wikan, 2019;Major and Santoro, 2016;Parr and Chan, 2015;Vande Berg et al, 2012). These studies indicate that such programmes can foster neocolonial attitudes and strengthen stereotypes, and, further, might be seen as part of a new form of imperialism.…”