Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre‐service teacher training

Walters, Lynne Masel; Garii, Barbara; Walters, Tim

doi:10.1080/14675980903371050

Cited by 118 publications

(62 citation statements)

References 19 publications

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“…Some scholars (eg. Cushner and Brennan 2007;Walters, Garii, and Walters 2009) suggest that direct experience and interaction with culturally diverse 'Others' is one way to extend preservice teachers' understandings of difference and diversity. Such experiences can challenge preservice teachers "to read and interpret their experiences with diversity and understanding of self, and the interconnectedness with their own students' lives and school opportunities" (Dantas 2007, 76).…”

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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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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“…However, recent research dilutes the emphasis on non-coercive contact through study abroad and fails to question the motivations behind study abroad programs within teacher preparation (e.g., Cushner, 2007;Walters et al, 2009). The project of national education, as embodied through U.S. public education systems, is seldom questioned.…”

Section: )mentioning

confidence: 99%

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)

Rahatzad

Sasser

Phillion

et al. 2013

IJME

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Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers. (This article is provided in English only.) --------------------------------------------------------------------------------------------------------------------Las experiencias culturales internacionales de aquellos que se preparan para ser maestros pueden proveer oportunidades para la exploración de fronteras epistémicas. Este artículo sugiere la preparación postglobal como una aproximación crítica y reflexiva que puede comprometer a los que se preparan para ser maestros hacia una forma fronteriza de pensamiento la cual les permite explorar otras formas de conocimiento. A través de esta experiencia los maestros en preparación también pueden tener la oportunidad de reconocer los impactos desiguales de la economía neoliberal y capitalista sobre diversas plataformas educacionales y sociales dentro de lo que metafóricamente se conocen como sur y norte globales. En este artículo se analizan narrativas construidas por los maestros en formación durante un programa de estudios internacionales en Honduras. Se exploran también implicancias para la preparación postglobal en la educación de maestros. (Este artículo se ofrece solamente en inglés.)

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“…Research has demonstrated over many years that preservice teacher education students (henceforth called preservice teachers) who gain experience overseas are much better prepared to teach in multicultural classrooms and are more globally minded (Walters, Garii, & Walters, 2009). Pre-service teachers who have had some kind of international experience are often found to be more culturally competent (Walters et al, 2009). Personally they are more likely to be self-confident, adaptable, resourceful and have a good self-esteem (Barkhuizen & Feryok, 2006;Walters et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Pre-service teachers who have had some kind of international experience are often found to be more culturally competent (Walters et al, 2009). Personally they are more likely to be self-confident, adaptable, resourceful and have a good self-esteem (Barkhuizen & Feryok, 2006;Walters et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision

Sims¹,

Nishida²

2017

JEL

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Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogenous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget's accommodation).

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Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre‐service teacher training

Cited by 118 publications

References 19 publications

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

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

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)

Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision

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