Internationalisation as a key dimension to teacher education

Dooly, Melinda; Villanueva, María

doi:10.1080/02619760600617409

Cited by 47 publications

(29 citation statements)

References 5 publications

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“…Literature also finds an association between the two concepts; Dooly and Vilanueva (2006) and Duckworth, L. Levy, and J. Levy (20005) mentioned a subtle connection between international mindedness and intercultural understanding.…”

Section: Discussionmentioning

confidence: 99%

“…In order to raise international mindedness and intercultural awareness among educators, Heyward (2002), Duckworth, W. Levy and J. Levy (2005) and Dooly and Vilanueva (2006) advocated professional development; however, there is a slight difference in the views of the authors on the modes of achieving these goals. Duckworth, W. Levy and J.…”

Section: Literature Reviewmentioning

confidence: 99%

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International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

Habib¹

2018

JoEED

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

Habib¹

2018

JoEED

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“…(Dooly & Villanueva, 2006;Sales et al, 2011;Schoorman & Bogotch, 2010). This cannot though be accomplished by ignoring realities at the societal level too, especially considering that there is a great deal of diversity within ethnic groups themselves (den Brok & Levy, 2005;Horenczyk & Tatar, 2002).…”

Section: Review Of European Studiesmentioning

confidence: 99%

“…According to the official discourses of the Ministry of Education (2016), the Greek education system will take all necessary actions so as to effectively integrate immigrant and refugee students. From this standpoint, education is assigned a leading role in alleviating social problems, whilst foster a sense of social justice (Clay & George, 2000;Dooly & Villanueva, 2006;Field, Kuczera & Pont, 2007Pitkä nen, Verma, & Kalekin-Fishman, 2002). …”

Section: νEw Demographies In Greek Schoolsmentioning

confidence: 99%

Changing School Demographies - Asking Teachers about Their Training Needs in Intercultural Education: A case Study in Greece

Panitsides¹,

Vlachou²

2017

RES

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In Greece, since 2015, when immigrant flows increased due to the crisis in Syria, there have been significant changes in school demographics, raising concerns as to whether in-service teachers possess the competences necessary to meet the upcoming challenges. We therefore investigated the views of Primary Education teachers, regarding their needs in intercultural education, and the parameters they deem important in implementing effective training interventions. The statistical analysis of the data revealed the necessity of implementing training interventions aligned with teachers' individual needs, whilst there have been identified several issues regarding the existing training schemes, which demand serious consideration and further investigation.

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“…In Australia, as in Europe and North America, international experiences are increasingly being incorporated into teaching degrees in order to deepen preservice teachers' understandings of cultures different from their own (Rapoport 2008;Dooly and Villanueve 2006;Hill and Thomas 2005;Dantas 2007). Kelly, whose words appeared at the beginning of this article is studying to become a teacher.…”

Section: Introductionmentioning

confidence: 99%

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Lander

2013

Race Ethnicity and Education

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dilemmas and challenges IntroductionVini Lander University of Chichester v.lander@chi.ac.ukThe education of new teachers is a fundamental aspect of education provision within any country in the world. The education of pre-service teachers is known to have a direct impact on the outcomes for children in our schools. In England, teacher education within universities has been subject to erosion with the introduction of more school-based training and greater scrutiny by the government inspection agency, the Office for Standards in Education (Ofsted) (DfE 2011). The education of teachers in England continues to be an arena within which greater and greater government control is being exercised (DfE 2011). The preparation of teachers in England within the higher education sector has recently had to demonstrate greater flexibility as market forces have been brought to bear with the forthcoming introduction of School Direct in September 2013 (DfE 2011). This new training route reinforces the conception amongst some of the teacher as a technicist rather than an intellectual (Down and Smyth 2012). Under this new School Direct training regime new entrants will be trained to become teachers in one year, in one school, in one locality with minimum input from a higher education institution. The outcomes of such parochial preparation to teach will no doubt be documented in future years.In England, as in most countries, such as Australia and Norway, the pupil population is becoming increasingly diverse whilst simultaneously neo-liberal ideology plays out (Ball 2012) through government policies to limit the content of the teacher education curriculum to a list of classroom related competencies which include little or no reference to diversity, 'race', ethnicity or culture. The significance of these factors on the lives of children within a diverse society are absent within the official Teachers ' Standards 2012 (DfE 2012. This mismatch between the content of the teacher education curriculum, the ethnicity of the candidates who enter pre-service courses [in 2011, 12% of primary trainee teachers in England were from Black and minority ethnic groups (NCTL) and in the US approximately 21% of teachers are from African American or Hispanic groups (Nolet 2013)] and the demographics of the pupil population (in 2011 26.5% of primary/elementary pupils were from Black and minority ethnic groups) seem to be a concern for only a minority of teacher educators across the UK, US, Europe and Australia. In England, we continue to struggle to maintain a foothold (at times this feels like a fingernail hold) to introduce new teachers to issues related to 'race', ethnicity and the education for the benefit of all children in our schools. This special issue is intended to highlight the factors that student teachers, especially new candidates of colour, face in their pursuit to become teachers in what appear to be, at times, hostile or indifferent attitudes to ethnic diversity and the pursuit for social justice. As a teacher educator who has worked in t...

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Internationalisation as a key dimension to teacher education

Cited by 47 publications

References 5 publications

International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

International Mindedness and Intercultural Competence: Perceptions of Pakistani Higher Education Faculty

Changing School Demographies - Asking Teachers about Their Training Needs in Intercultural Education: A case Study in Greece

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

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