At School in the World

Developing Globally Engaged Teachers
Herausgeber: Guler, Nilufer; Ullom, Carine E.

• Broschiertes Buch

Produktbeschreibung

The first theory and practice resource to provide models, examples, approaches and practical tools for internationalizing and globalizing teacher education programs and curriculum across the globe.

Produktdetails

• Global Teacher Education
• Verlag: Rowman & Littlefield
• Seitenzahl: 440
• Erscheinungstermin: 2. Februar 2023
• Englisch
• Abmessung: 254mm x 178mm x 24mm
• Gewicht: 828g
• ISBN-13: 9781538153833
• ISBN-10: 1538153831
• Artikelnr.: 65771980

Autorenporträt

Carine E. Ullom is the Associate Dean of Instructional Innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years' experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among pre-service teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange. Nilufer Guler is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE. Contributors include: Nila Akinyi Oduori, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa R. Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather A. Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu M. Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Chudi Zhou, and Lili Zhou

Inhaltsangabe

Foreword (Miri Yemini)
Preface
Acknowledgements
SECTION I: GLOBAL COMPETENCE
Chapter 1:Intercultural Competence as the Core to Developing Globally
Engaged Teachers (Nanda Dimitrov & Darla K. Deardorff)
What Competencies Do Globally Engaged Teachers Need?
Developing the Core: Intercultural Competence
Attitudes
Knowledge
Skills
Internal Outcomes
External Outcomes
Implications for Teaching Development
Developing Further: Intercultural Teaching Competence
Current Trends and Gaps in Instructor Development
Gaps
Mentoring for Intercultural Teaching Competence: Current Approaches and
Future Possibilities
Organization/Curriculum Level Preparation
Individual Instructor Development: Beyond Awareness
Developing Perspective-Taking and Awareness of Positionality
Experiential and Community-Engaged Approaches
Facilitation Skill Practice with Feedback
Developing Curriculum Design Competencies
Guided Reflection
Summary
References
Chapter 2: Global Competence Education Strategies: A View from Around the
World and Considerations for Implementation (Elisa Briga, Sarah-Louise
Jones, Corinna Howland, and Melissa Liles)
International Intergovernmental Conceptions of Global Competence Education
Organisation for Economic Co-operation and Development (OECD)
The United Nations Educational, Scientific, and Cultural Organization
(UNESCO)
Council of Europe (CoE)
European Union (EU)
Discussion of Conceptions of Global Competence
From Inter-Governmental Strategies to Practical Implementation
Selected National Conceptions of Global Competence Education
Belgium (Flanders)
Brazil
Canada
Egypt
Finland
Greece
Italy
New Zealand
Singapore
South Korea
United Kingdom
United States
Comparing National Strategies
Approaches
Key Actors
Considerations for Successfully Embedding Global Competence in School
Education
Stakeholder Alignment
Holistic Approach
Professional Development for Teachers and Teacher Trainees
Summary
Acknowledgements
References
Chapter 3: The Non-Formal Education Sector and Global Competence Education
(Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez)
Defining the Non-Formal Education Sector in the Context of Global
Competence
Research Design
Subject Pool and Participant Selection
Limitations
Preliminary Findings
Defining Global Competence in the NFE Sector
Overview of Key Global Competence Education Offerings
NFE-FE GCE Relationships
Case Studies
* Asia Society
* Inspire Citizens
* MUNDU (Bridge 47 Network Member)
* AFS Intercultural Programs and European Federation for Intercultural
Learning (EFIL)
Discussion
Conclusion
Acknowledgements
References
SECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE
TEACHERS
Chapter 4: Developing Global Perspectives in Pre-Service Teachers:
Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather
Linville)
Defining Global Education
Global Education in our Teaching Context
Teaching Approaches: Opportunities in Global Education
Melissa's Approach: Application of Human Rights Education
Heather's Approach: International Cooperation
Gerardo's Approach: Critical Global Education
* Literature Circles
* Critical Analysis of Curriculum
Common Activities
Challenges in Global Education
Conclusion
References
Chapter 5: Global Competence Development Through the Lens of Graduate
Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith,
and Jingxin Cheng)
Global Competence in Schools of Education
Action Research Framework
Theoretical Framework
Context and Participants
Methodology
Data Collection
* Reflections
* Self-Assessment Using the GCLC
Findings and Discussion
Qualitative Data Analysis
* Participants' Perspectives on their Own Global Competence
* Relationship of Global Competence in Formulating and Framing Action
Research
* Continuing to Grow as a Globally Competent Teacher
Quantitative Data Analysis
* Pre Self-Assessment Results
* Post Self-Assessment Results
Discussion of Results
Limitations
Conclusion
References
Chapter 6: Through Their lenses: Pre-Service Teachers' Perceptions of the
Value of Their International Teaching Experiences (Kimberly Howard)
Developing Global Competence and Empathy
Complications with Studying ITEs
Understanding ITEs Through the Lenses of Pre-Service Teachers
Methodology
Data Analysis
Findings
Forming Relationships
Gaining Experience as Teachers
Gaining Personal and Professional Self-Confidence
Conceptual Learning
Expanding Their Worldview
Analyzing Multiple Perspectives of Education
Discussion
Implications and Recommendations
Conclusion
References
Chapter 7: The "Five Cs" of Cultural Immersion: Adding Depth and Meaning to
International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken
Pritchard, and Amara Stuehling)
World-Readiness Standards for Learning Languages
In a Nutshell: Global Gateway for Teachers
Pre-Departure Preparation
On-Site Support
Program Design
The Five Cs: Learning Languages and Student Teacher Immersion
In Support of the Structure
The Five Cs in Student Teaching Immersion Experiences
Communication
* Preparation
* On-Site
* Student Teacher Voices
Cultures
* Preparation
* On-Site
* Student Teacher Voices
Connections
* Preparation
* On-Site
* Student Teacher Voices
Communities
* Preparation
* On-Site
* Student Teacher Voices
Discussion
References
SECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATION
Chapter 8: Developing an Equitable Global South-North Partnership in
Support of Transformative Study Abroad: A Botswana Case Study (Agreement L.
Jotia, Karen L. Biraimah, and Brianna A. Kurtz)
The Transformation of the Rewards and Challenges of U.S. Study Abroad
Programs
Intercultural Competence in Teacher Education
Issues Related to Global South-North Partnerships
Notions of Decoloniality and "Othering"
Developing Sustainable and Equitable Global South-North Partnerships
The University of Botswana (UB) and the University of Central Florida (UCF)
Partnership
The Challenge of Over-Committed Faculty from the Global South
The Challenge of Linking Collaborative Partnerships to Quality Programs
Financial Hurdles
Theoretical Perspectives on the Impact of Globalization, Study Abroad, and
Global Partnerships
Internationalization and Global Competence
* Impact on Culturally Responsive Pedagogy
* Perceptions of the Global North and South
Colonialism, Decoloniality, and Their Impact on Globalization
Critical Cosmopolitan and Social Justice
Global Citizenship
Moving from Theory to Practice
Methodology
Participant Demographics
Results
Basic Knowledge Acquisition
Participants' Most Rewarding Experiences
Participants' Most Challenging Experiences
Professional Development and Personal Growth
Conclusion
Chapter 9: Building Bridges: A Case Study of a Kenya-US Faculty Exchange
and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N.
Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson)
Context and Components of Partnership
Conceptual Framework
Research Questions
Review of the Literature
Benefits of Teacher Exchange
Impacts of Global Partnerships
Call for Social Justice
Method
Qualitative Inquiry/Case Study
Data Collection & Analysis
Description of the Participants
Findings
Finding 1: Impact Was Felt on Both the Individual and the Institutional
Level
Finding 2: Benefit was Mutual
* Benefits to Kenyan Participants & Institution
* Institutional Impact in Kenya
* Benefits to American Participants and Institution
* Going Abroad is Perspective-Altering
* Institutional Impact in the US
Finding 3: Building Relationships as the Essential Foundation for
Partnership
* Instructor-to-Student Relationships
* Student-to-Student Relationships
Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and
Open Dialogues that Sustain Healthy Partnerships
* Communication
* Risk-Taking and Vulnerability
* Unequal Resources
Next Steps: Stepping up with Social Justice
* A Vision for Partnership Growth
* Social Justice Imperative: Global Access to Quality Teacher Education
Discussion
Conclusion
References
Chapter 10:Fostering Pre-Service Teachers' Social Justice Awareness and
Intercultural Competence Through a Virtual Global Community of Practice
(Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion)
Review of Relevant Literature and Theoretical Perspectives
Social Justice in Teacher Education
Intercultural Competence
Community of Practice
Course Design and Implementation
Course and Study Participants
Research Methods
Study Participants
Data Sources
Data Analysis
Findings
Awareness of Local and Global Social Justice
* Conceptions of Social Justice Related to Redistribution, Recognition,
and Representation
* Exploration of Local and Global Social Justice in Educational
Contexts
Intercultural Competence Development
* Awareness of Self and Others
* Cultural Sensitivity and Intercultural Communication Skills
Discussion
Learning Through Engagement in the GSJE Community
Anticipated Use of GSJE in Their Future Teaching
Conclusion
References
Chapter 11: Modeling Global Teaching Pedagogies in Virtual Teacher Exchange
(Laura Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori)
Global Values and Competencies in Teaching
Collaborative Virtual Exchange
Italian-US American Collaborative Virtual Exchange
Modeling and Authentic Practice of Global Teaching
Situating Issues in Global and Local Context
Counter Narratives
Dialogical Experiences and Thinking Routines
Four Phases of the Virtual Exchange
Designing Virtual Exchange for Developing Global Competence
Scaffolding Intercultural Communication
Experiencing Global Teaching and Applying it Authentically
Integrating Reflexivity
Conclusions for Teacher Educators
References
SECTION IV: PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORS
Chapter 12: Internationalizing Teaching and Learning Through Faculty
Inquiry Circles (Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong
Wang)
Review of Relevant Literature
Theoretical Framework
Globally Competent Learning Continuum
Teaching for Global Readiness
Methods and Context
Participants
Data Collection and Analysis
* Surveys
* Syllabi and Action Research Reports
* Reflections
Results
Results from Pre- and Post-Experience Surveys
* Frequency of Implementing Global Teaching Practices Pre- and
Post-Intervention
* Agreement with Implementing Global Teaching Practices Pre- and
Post-Intervention
* Participant Ratings of Proficiency in Global Learning Pre- and
Post-Intervention
Results from Changes to Syllabi
Results from Action Research Reports
Findings from the Reflections
* Taking Action
* Benefit for the Instructor
* Challenge for the Instructor
Discussion and Conclusion
References
Acknowledgments
Chapter 13: Supporting Education for Sustainable Development through an
Online Global Forum for Teacher Educators: An Emerging Community of
Practice (Ingrid Schudel, Lorna Down, Rosalyn McKeown, Stefan Baumann,
Andrew Petersen, and Shepherd Urenje)
Online Learning Communities
Knowledge Navigation and Stewarding in Communities of Practice
A Reflexive, Realistic Evaluative Study
Data Generation Methods and Analysis
Findings and Discussion
Knowledge Navigation in our Community of Practice
Knowledge Stewarding in our Community of Practice
Relational Dynamics across Boundaries in our Community of Practice
Contextual Dynamics of Participation in our Community of Practice
* Technology and Access
* Financial Challenges
Conclusion
References
Chapter 14: Engaging Globally-Oriented Literacies in Teacher Education: A
Guide to Syllabus Revision (Delane Bender-Slack)
My Evolution as an International Educator
Global Learning
Global Learning and Global Literacy
Internationalizing a Course
General Process for Internationalizing a Course
Step One: Choose a Global Competence Framework
Step Two: Plan an Intercultural Project
Step Three: Integrate Global Competencies into Each Syllabus Section
Applying the Course Revision Process to a Content Area Literacy Course
Step One: Choose Global Competence Framework
Step Two: Plan an Intercultural Project
Step Three: Integrate Global Competencies into Each Syllabus Section
* Examine the Course Schedule
* Incorporate New Activities
* Incorporate New Texts
* Analyze and Adapt Current Assignments
* Revise Assessments
Conclusion
References
Chapter 15: Challenges Encountered in Embedding Global Perspectives in
Teacher Preparation Curriculum (Nilufer Guler and Carine Ullom)
Review of the Literature
Global Education
Teacher Preparation and Global Competence Development
Teacher Preparation Faculty and Global Education
Theory and Framework
Core Conceptual Dimensions of Global Citizenship Education (UNESCO)
Transformative Learning Theory
Research Methods
Research Question
Research Context
Research Participants
Data Collection
Data Analysis
Results and Discussion
Lack of Interest and Support within their Department
Student Lack of Interest
Lack of Opportunities and Time
Additional, Positive Findings
Discussion
Limitations
Implications and Recommendations
References
Acknowledgement
References
Index
About the Contributors