Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2020 ◽  
Vol 23 (1) ◽  
pp. 13-22
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2018 ◽  
pp. 000-000
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

scholarly journals The Global Neighborhood: Programming Initiatives with International Living-Learning Communities

2014 ◽  
Vol 4 (2) ◽  
pp. 191-195
Author(s):  
Sarah McClanahan
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Learning Communities ◽  
International Education ◽  
The United States ◽  
Global Knowledge ◽  
Global Issues ◽  
Living Learning Communities ◽  
The U.S

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world’s total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International living-learning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. 

“A paradigm of possibility”: Community mentors and teacher preparation

2018 ◽  
Vol 16 (6) ◽  
pp. 709-728 ◽  
Author(s):  
Kristin Cipollone ◽  
Eva Zygmunt ◽  
Susan Tancock
Keyword(s):  
Teacher Preparation ◽  
Low Income ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Preparation Program ◽  
White Female ◽  
Contextual Knowledge ◽  
Community Members ◽  
Cultural Affirmation

In this paper, we investigate mentor perspectives of their roles as de facto “teacher educators.” Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of “teacher educator” beyond university faculty to include community members, we create spaces through which the development of culturally responsive teaching can more authentically emerge. The larger study from which this paper is derived examines the innovative practices of a teacher preparation program at a Midwestern university in the United States of America, wherein majority White, female, middle-class candidates are paired with mentor families in a low-income African-American neighborhood. This program of cultural immersion builds relational ties between community members, and mentors facilitate candidates’ movement beyond deficit perspectives of communities of color and simplistic notions of celebration to see cultural affirmation and contextual knowledge of children’s lived experiences as critical to student success. In the present study, we challenge neoliberal “commonsense” in the preparation of teachers by privileging community voices and highlighting how mentors perceive their respective roles as teacher educators.

Authentic Inquiry With Undergraduate Preservice Teachers in Synchronous Interactive Video Conferencing Courses

2019 ◽  
pp. 109-128
Author(s):  
Marla K. Robertson ◽  
Amy Piotrowski
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Interactive Video ◽  
Video Conferencing ◽  
The United States ◽  
Project Based Learning ◽  
Teaching Writing ◽  
Intermountain West ◽  
Authentic Inquiry ◽  
Group Settings

This chapter reports how two teacher educators at a land-grant public university in the Intermountain West region of the United States used video conferencing and project-based learning to engage preservice teachers taking classes over interactive video conferencing. The preservice teachers in these courses had to choose a topic related to teaching writing they wanted to learn more about, research this topic, and then create a website with pieces written in multiple genres that shared what they learned from their research. Preservice teachers then shared their websites with their classmates. Data analysis suggests that preservice teachers found opportunities to engage with others on video conferencing in both whole class and small group settings to be beneficial. The authors share ways that instructors in all disciplines can incorporate project-based learning and video conferencing in their courses.

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

2020 ◽  
pp. 002248712094984
Author(s):  
Rick Voithofer ◽  
Michael J. Nelson
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Qualitative Survey ◽  
Complex Integration ◽  
Survey Responses

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

RELC Journal ◽  
2021 ◽  
pp. 003368822110220
Author(s):  
Parawati Siti Sondari
Keyword(s):  
Critical Pedagogy ◽  
Thematic Analysis ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Doctoral Program ◽  
The United States ◽  
Border Crossing ◽  
Pedagogical Practices ◽  
Personal Memory ◽  
Construction Of Knowledge

To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical autoethnography. I critically carried out thematic analysis on learning artifacts and personal memory during the Summer course 2020 which was expanded to analytical thematic analysis as I drew on artifacts and personal memory during coursework from Fall 2018 to Spring 2020. The analysis was intended to explore how CP was enacted during coursework and the implications of the enactment. Three key themes were identified: ideology work; co-construction of knowledge and mutuality; and imagined spaces and unfinishedness. The themes embodied the perceived enactment of CP in my coursework experience and they revealed how criticality intersected CP is with pedagogical practices, transformed identities, and spaces. They further served as the basis for implications for English teacher education programs and teacher educators in Indonesia to implement CP in a higher educational landscape.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

Orienting to Otherness: Intellectual Humility, Moral Foundations, and Mature Alterity Outcomes

2021 ◽  
pp. 009164712110116
Author(s):  
David R. Paine ◽  
Steven J. Sandage ◽  
Joshua N. Hook ◽  
Don E. Davis ◽  
Kathryn A. Johnson
Keyword(s):  
Social Justice ◽  
Intercultural Competence ◽  
The United States ◽  
Future Research ◽  
Personality Factors ◽  
Moral Foundations ◽  
Helping Professions ◽  
Intellectual Humility ◽  
Seminary Students ◽  
Positive Attitudes

Scholars and practitioners have increasingly called for the development of social justice commitment, intercultural competence, and appreciation of diversity among ministers and helping professionals. In religious contexts, individual factors may contribute to differences in the degree to which spiritual leaders emphasize intercultural and social justice initiatives. Personality factors, such as virtues and specific moral commitments, predict the degree to which people report positive attitudes and demonstrate mature alterity. In this study, we explored the degree to which intellectual humility predicted mature alterity outcomes after controlling for the effects of five moral foundations (care, fairness, loyalty, authority, purity) in a sample of Christian seminary students in the United States. Implications and suggestions for future research are discussed for ministry and the helping professions.

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

2018 ◽  
Vol 19 (2) ◽  
pp. 199-205
Author(s):  
Samara Madrid Akpovo ◽  
Lydiah Nganga
Keyword(s):  
Early Childhood ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Field Experiences ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Majority World ◽  
Early Childhood Professional ◽  
Childhood Professional

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

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