Search results for: International education
Page 1/2 19 items
This study aims to examine Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in United States. The findings revealed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally.In this programme, the participants had a chance to observe student-centred teaching approaches and collaborative/cooperative learning strategies while observing their mentor teachers. Later, the participants were able to teach lessons that were observed by their mentors. The opportunity to practice in US helped the participants to improve their teaching confidence and skills during the internship.
Updated: Jul. 22, 2018
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Updated: Oct. 24, 2017
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Updated: Jan. 02, 2017
The goal of this study was to assess the value of A-level and international equivalents as a predictor of early achievement in higher education. The results show that the key predictor for academic performance is whether or not the students received a British education.
Updated: Nov. 10, 2015
A Phenomenological Study of an International Teaching Practicum: Pre-service Teachers’ Experiences of Professional Development
The purpose of this article is to identify, examine and describe the pre-service teachers’ perceived gains of professional development during an international teaching practicum. The data reveal that the international teaching practicum stint has enhanced the pre-service teachers’ awareness of aspects of language and language teaching-learning. Furthermore, this observational learning has assisted the pre-service teachers to internalize new learning and experiences. Finally, teaching in the Maldivian schools was a new learning experience for the pre-service teachers, who have gained understanding of new world views of education and culture from teaching English in Maldives.
Updated: Oct. 12, 2015
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Updated: Jan. 06, 2014
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Updated: Sep. 11, 2013
The Field of Knowledge and the Policy Field in Education: PISA and the Production of Knowledge for Policy
The authors analyze the development and role of the Programme for International Student Assessment (PISA) as a ‘cultural product’. They argue the development of PISA is part of a broader transformation of equilibria within the field of knowledge and that the incorporation of PISA at the level of education policy fields transforms their form and shape in two ways: reinforcing a heteronomous understanding of education and extending and dissolving the boundaries of education policy fields.
Updated: May. 28, 2013
The authors present evidence to demonstrate how school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. The authors conclude that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Updated: Apr. 24, 2013