Enhancing Pre-Service Teachers' Global Competencies Through Interdisciplinary Study Abroad

2021 ◽  
pp. 20-32
Author(s):  
Susan Oguro ◽  
Lesley Harbon
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Social Issues ◽  
Global Competence ◽  
Future Teachers ◽  
Global Competencies ◽  
Local Society ◽  
Assessment Tasks ◽  
The University ◽  
Interdisciplinary Study

A continuing challenge in teacher education is how to develop future teachers' global competencies to prepare them for the diversity of learners in school classrooms. This chapter investigates an undergraduate teacher education degree program which aims to enhance future teachers' intercultural engagement and global competence within an interdisciplinary curriculum incorporating an international experience. The researchers explored the level of pre-service teachers' engagement with their host society during a study abroad year through analysis of students' written assessment tasks. Findings indicates that the program encouraged the pre-service teachers' engagement with the local society through opportunities for students to explore complex social issues beyond the university context, potentially contributing to their global competence development. The chapter will be of interest for researchers and educators interested in exploring the value of alternative and interdisciplinary approaches to pre-service teacher education to prepare teachers for diversity of modern schools.

scholarly journals Analysis of the Possibilities of the Initial Teachers Education Programs for The Development of Inclusive Competencies

2021 ◽  
pp. 251-272
Author(s):  
Lejla Muratović ◽  
Amer Ćaro
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Education Program ◽  
Analysis Procedure ◽  
Initial Teacher Education ◽  
Future Teachers ◽  
Education Programs ◽  
Inclusive Practice ◽  
The University

The implementation of inclusive education in practice results in greater complexity of the teacher's role, andpre-professional teacher's training imposes new approaches, values and expectations. The initial education is the first step in teachers’ professional training. Training of future teachers for competent performance in the field of inclusive practice should be one of the priorities in the development of curricula and programs of initial teacher's education. The aim of this research was to determine the possibilities of initial teacher's education for the acquisition and development of inclusive competencies. To obtain the necessary data, we used the documentation analysis procedure. We analyzed the initial teacher’s education programs at the University ˝Dzemal Bijedic˝ of Mostar, the University of Tuzla and the University of Zenica. The analysis of initial teacher’s education programs showed inconsistencies in the number and representation of subjects relevant to inclusive education at three universities in Bosnia and Herzegovina, lack of cross-curricular approach to inclusive education, and lack of integration of theoretical and practical participation in curricula intended for the development of inclusive competencies. The obtained results imply the direction of changes within the initial teacher education program that would lead to the more efficient acquisition of inclusive competencies of future teachers.

scholarly journals Formation of professional competence in future teachers of preschool and elementary general education

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 234-237
Author(s):  
Anastasia Zagorodnyuk ◽  
Alina Khromova
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Questionnaire Survey ◽  
Professional Competence ◽  
Modern Society ◽  
Modern World ◽  
Future Teachers ◽  
Training Professionals ◽  
Main Components ◽  
The University

The changes taking place in the modern world dictate to society new requirements for the training of specialists in the field of teacher education. Training professionals in their field is not an easy task. In order to ensure the professional competence of the future teacher meets the challenges of modern society, it is necessary to provide training at the stage of study at the university. The article discusses the formation of professional competence of future teachers of preschool and primary general education, describes the theoretical aspects of studying the essence of this problem. On the basis of the study, by means of a questionnaire survey, the main components of the successful formation of future professional competence in future teachers of preschool and primary general education are analyzed.

Developing a Multicultural Cross-Curricular Study Abroad Experience

2017 ◽  
pp. 221-236
Author(s):  
Mary-Kate Sableski ◽  
Jackie M. Arnold ◽  
John White
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
General Education ◽  
Diverse Society ◽  
Reflective Practitioners ◽  
Historical Literacy ◽  
The University ◽  
Study Abroad Program ◽  
Required Courses

Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

Infusing Global Perspectives Into Teacher Education

2021 ◽  
pp. 20-45
Author(s):  
Minda Morren López ◽  
Chang Pu
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Pedagogical Practices ◽  
Global Competence ◽  
Preparation Programs ◽  
Global Perspectives ◽  
Self Study ◽  
Key Concepts ◽  
The University

For decades, researchers and educators have called for the internationalization of teacher education and the infusion of global perspectives into preparation programs in order to better serve all children, regardless of citizenship, location, or status. This self-study of the authors' own processes and outcomes describes the transformation of two teacher preparation courses to include global competencies and content. Two key concepts, global competence and global competent teaching, were used to frame the redesigned courses. They aimed at helping candidates develop their own global competence and understand why global competence is an essential skill for their future students to acquire, as well as foster thinking routines and pedagogical practices to become global minded teachers and guide their students to build global competence. Although the university contexts and courses were different, results show commonalities and implications for educators working to internationalize courses in higher education.

ETHNOGRAPHIC OBSERVATION IN EARLY-AGE TEACHER EDUCATION

2020 ◽  
Vol 21 ◽  
pp. 67-77
Author(s):  
Jolanta Bonar
Keyword(s):  
Teacher Education ◽  
School Education ◽  
Early Age ◽  
Future Teachers ◽  
Research Material ◽  
Early School ◽  
Ethnographic Observation ◽  
Project Model ◽  
The Subject ◽  
The University

The article discusses the subject of ethnographic observation. The author’s experience related to the implementation of the project Model Education for Future Teachers of Pre-school and Early-School Education at the University of Lodz is presented. The project includes observation practices in kindergartens and schools as well as workshops aimed at analysing the collected research material. The thesis has been put forward that ethnographic observation is an important part of the process of becoming a teacher. It fosters the development of the students’ research attitude, thanks to which the educational reality becomes a collection of questions and requires constant interpretation

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

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