Search results for: International education
Page 1/3 25 items
Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme
This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process. The authors study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, they found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.
Updated: Nov. 22, 2021
Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore
This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.
Updated: Jul. 01, 2021
This article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other.
Updated: Aug. 24, 2020
This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. The author explores the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, the author explores how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.
Updated: Aug. 24, 2020
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage. A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.
Updated: Jan. 13, 2020
The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.
Updated: Sep. 12, 2019
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