International education in higher education: a developing process of engagement in teacher preparation programs

Ochoa, Alberto M.

doi:10.1080/10476210903467016

Cited by 24 publications

(6 citation statements)

References 10 publications

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“…A number of research projects have involved establishing ways in which this can be done (Ochoa, 2010), with various options involving exposure to culturally relevant students while studying at home (Soria & Troisi, 2014), to immersion programs in Asian countries. Internationally, universities and schools are increasingly turning to international experience to foster the development of intercultural learning and sensitivity Dunkley, 2009).…”

Section: Introductionmentioning

confidence: 99%

Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion.

Campbell

Walta

2015

AJTE

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Section: Introductionmentioning

confidence: 99%

Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion.

Campbell

Walta

2015

AJTE

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“…This atmosphere of interchanging ideas, notions and experiences creates a unique opportunity for personal and social growth. Moreover, this bi-directional experience-sharing stimulates empathy and understanding among participants towards personal, social and cultural differences Ochoa, 2010) through the process of observing how things are and how they are conducted in other parts of the globe (Goldoni, 2007). All in all, the social experiences of the participants can be said to have affected the way they considered their professional roles not only as knowledge-providers but also as culture-presenters, integrating language and culture in the education process.…”

Section: Discussionmentioning

confidence: 99%

The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

Tulgar

2018

Sustainable Multilingualism

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Summary With the globalization of the world and the ease to travel to different parts of the globe, the popularity of exchange programs for students has increased. Many students around the world apply such programs in order to have international learning experiences in which they can, besides educational purposes, meet new social and cultural values while introducing their native cultures. As study-abroad experiences have attracted attention regarding their various effects on the participants, research focusing on students participating in such programs may provide useful insight on their contributions to pre-service teachers’ teaching philosophies. Therefore, this study is intended to investigate the effects of a study-abroad experience on the way three pre-service teachers perceived the teaching profession and whether it modified their teaching philosophy. The data were collected through reflection reports and semi-structured interviews with three Turkish pre-service teachers who spent a semester in Hungary on a study-abroad experience. Content analysis was adopted for data analysis. The results revealed that the participants developed in terms of their linguistic, personal, social, cultural and educational understanding, which in turn contributed to their perceptions and conceptions of the teaching profession and caused them to adjust their teaching philosophies. In the light of these results, some suggestions are provided.

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“…This broad agenda encompasses a range of educational efforts around the world. These include developing interculturality as a form of social justice education, in the work of Gorski (2009); Morris (2013); Ochoa (2010) and Quin (2009), specifically in the fields of plurilingual learning (Antier, 2019;Antunes, Teixeira & Cruz, 2009) and digital and social media learning technologies (Dooly 2011;Magos, Tsilimeni & Spanopoulou, 2013). In teacher education, there are initiatives to cultivate difference-curious sensibilities among preservice teachers who participate in cross-cultural placements and exchanges (Driscoll, Rowe & Thomae, 2014); counter 'unconscious bias' and (to a lesser extent) whiteness and white supremacy in teachers' worldviews and identities (Boscardin, 2015;Martin & Pirbhai-Illich, 2016); and deepen minoritized people's rights and equalities in Other veins of scholarship in intercultural education focus on the economic use of developing 'transferable skills' for global mobility and 'employability' (Jackson, 2015;Messelink, van Maele & Spencer-Oatey, 2015) and the diversification of student populations and school and university curricula through 'inclusion' and 'internationalisation' agendas and processes (Jiang, 2011;Pagani, Robustelli & Martinelli, 2011).…”

Section: Interculturality's Reproduction Of More-than-wicked Problems Through Modernity's Ways Of Beingmentioning

confidence: 99%

Interculturality in Teacher Education in Times of Unprecedented Global Challenges

Amsler¹,

Kerr²,

Andreotti³

2020

educat soc

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As societies face unprecedented challenges that are global in scope and “more-than-wicked” in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently, and offering more compelling moral arguments that might persuade people to change their convictions, and ‐ as a consequence ‐ their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity’s systems, which structure the possibilities for co-existence on the planet. We see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological relationships beyond existing frameworks of modernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of “social cartography” can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.

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International education in higher education: a developing process of engagement in teacher preparation programs

Cited by 24 publications

References 10 publications

Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion.

Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion.

The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

Interculturality in Teacher Education in Times of Unprecedented Global Challenges

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