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“Let’s Focus on Exploration”: Developing Professional Identity of International Students as Global Teachers in a Question-Driven Practicum
Abstract
To educate new generations of global citizens, teachers are needed who have developed themselves a professional identity as global teachers. To encourage international students to develop this professional identity, HAN University provides a challenging workplace experience in a 3-week winter course. During this winter course, students practise teaching in a question-driven learning environment in a primary school, which challenges many of their previously held beliefs about their own roles as teachers and about the potential of self-regulated learning for pupils.
... Reflection is an important part of the program as the students are required to socialise into a new country and culture; a new university setting; and then a new school site -multi socialisation . The aim of this specific program was the development of participants both as global citizens and as global teachers (Stokhof & Fransen, 2017). Reflection enabled the students to appreciate and understand their experiences in the community of multi international students, foreign pupils and teachers in a foreign school context, thus supporting their development as global citizens and global teachers. ...
... Reflection is an important part of the program as the students are required to socialise into a new country and culture; a new university setting; and then a new school site -multi socialisation . In this specific program, reflection focused on the process of becoming global teachers and global citizens (Stokhof & Fransen, 2017). The aim of the program is for all participants to develop into global teachers or at least be inspired so they will share their experiences when they return to their home country and become global citizens. ...
... Allow students' voices Exploring the potential of supporting self-directed learning (Stokhof & Fransen, 2017) Teacher as coach Comparing different non authoritative roles as teacher (Stokhof & Fransen, 2017) Release of teacher control ...
Many students embark on an international experience (study tour and/or practicum/placement) during their teacher education program. There are benefits and challenges for those participating in such programs. Reflection is a useful tool in enabling the students to reflect on their experiences; capitalise on the benefits and assist in meeting the challenges that may arise. This paper reports on how reflection was used in a three-week program for international students conducted in a school in The Netherlands. Reflection is an important part of the program as the students are required to socialise into a new country and culture; a new university setting; and then a new school site-multi socialisation (Barton & Hartwig, 2017). The aim of this specific program was the development of participants both as global citizens and as global teachers (Stokhof & Fransen, 2017). Reflection enabled the students to appreciate and understand their experiences in the community of multi international students, foreign pupils and teachers in a foreign school context, thus supporting their development as global citizens and global teachers.
Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.
This workshop concerns two major aspects of the scenario of guiding student questioning: making a classroom mind map and generating questions. The topic is ”chocolate’” .
Taking a model of global citizenship that is primarily a matter of seeing the self-in-the-world as one dwelling among others, this article focuses on experiences of students with individual “significant others” and among international student communities, drawing on a 3-year study into U.K. undergraduate students participating in international mobility activities. Participants reveal how lived experience of Otherness in such intersubjective encounters enables moves to identify Self with others and to personalize hitherto distant places and practices. Even in the context of international mobility, encountering difference does not depend on the crossing of national cultures but on recognizing Otherness in all we may engage with and in ourselves. Most of the encounters in this study take place outside of the host culture or the “designed” features of the international mobility activities, suggesting opportunities for multicultural/international campuses to develop spaces for similarly rich learning for the non-mobile majority.
As the US student population becomes increasingly diverse, teacher education programs need to enable prospective teachers to meet the varied needs and expectations of students and families, while simultaneously creating viable classroom communities. Learning opportunities, such as travel and teaching abroad and the perceptions of ‘otherness’ this creates, lead to new perspectives regarding human differences. Such experiences, if wisely structured, can rectify misconceptions and reverse stereotypes. This paper explores the impact of teaching‐related travel on novice teachers’ cultural understanding and professional identity. The paper discusses how prospective teachers challenge their perceptions of their professional self through international field experiences. The goal is to begin a discussion that explores the internationalization of teacher training to the end of creating globally aware and culturally sensitive educators and students.
There exist multiple approaches in the theorizing of the relationship between culture and communication. This article will focus on the benefits of utilizing the dimensional value framework in explaining cross-cultural or intercultural communication processes. The essay is organized in three sections. First, core ideas of the interpretive, critical, and social science approaches to the study of intercultural communication will be outlined and the merits of a social science perspective will be advanced. Second, the two social science positions, the discrete versus the dimensional value position will be discussed via a set of controversial issues to be addressed. Third, future challenges concerning the relationship between dimensional values analysis and intercultural communication issues will be raised.
Full text available: www.ncdo.nl/sites/default/files/NCDO global citizenship.pdf
Based on the review of literature on internationalization of education and on identity formation processes in young adults, this cross-sectional study aims to investigate to which extent self-perceived dimensions of identity are associated to the main motivations to study abroad. The participants in this study were 429 international university students of different nationalities. Findings revealed that the motivation to study abroad for personal growth is strongly associated to the commitment and in-depth exploration identity processes, whereas the motivation to study abroad with the aim of changing life style and enlarging job opportunities is positively associated with reconsideration of commitment and in-depth exploration. Furthermore, identity achieved students showed the highest motivation to study abroad for personal growth, while the motivation to study abroad to positively change lifestyles and work conditions is strongly associated with the positive facet of identity crisis, which is otherwise called searching-moratorium status. Based on these results, the present survey provides useful questions and hypothesis for future research.
Global Citizenship Education addresses the intersection of globalization, education and programmatic efforts to prepare young people to live in a more interdependent, complex and fragile world. The book explores topics such as sustainability education, cultural diversity, and human rights education, offering critical insights into how these facets of GCE are interpreted around the world. The book also strives to give voice to student populations within historically marginalized communities, rather than focusing solely on the role of GCE in elite schools. Gaudelli blends theory and practice to provide both an overview of GCE as well as examining current efforts to develop more globally-conscious classrooms. Blending empirical research and practical illustrations, this important volume encourages educators to take seriously their own call to prepare young people to engage global challenges with a sense of urgency and helps chart a new direction for global learning that is increasingly expansive, dialogic and inclusive.
This paper adds to a growing body of literature which views global citizenship education as part of a broader social and cultural process of subjectivity production. Rather than focus on global citizenship in relation to pedagogy or curriculum content, as much of the previous research literature has done, this paper examines it in relation to the practice of travel. Drawing on data generated in ethnographic fieldwork in two UK schools, the paper explores the way in which the young people in these settings used travel to position themselves as successful, mobile, global citizen subjects. The paper argues that these subjectivities were negotiated as part of a dynamic process: one which took place across multiple spaces, in a myriad of different relationships, and in the deployment of a number of different power relations. The paper concludes with some thoughts about the practice of school travel and how it might effectively be focused upon in future research.
This article is based on the data from a 2 year Department for International Development (DfID) funded research project, and looks at the perceived needs of teaching and learning about global issues, particularly war and conflict. Students want to learn about complex contemporary issues, particularly war and conflict, and have sophisticated understandings and questions. Yet, for teachers, these topics were to be avoided if possible. They felt inadequately prepared and ‘haunted stories’ about upsetting children and other problems deterred them from teaching about sensitive issues. Teachers' fears also result from unclear government legislation and advice. This could be addressed by using the concepts of ‘misrepresentation’ and ‘deceit’, rather than ‘promoting’ a ‘partisan’ ‘opinion’.CIER Website: http://www.education.bham.ac.uk/research/cier
A more complete understanding of global perspective is provided in this essay through an examination of the modes of thought, sensitivities, intellectual skills, and explanatory capacities which contribute to the formation of a global perspective. With an emphasis on both a formal and informal educational level, the essay is divided into five sections which examine the requirements for an attainable global perspective. Section 1, Perspective Consciousness, underscores the need to recognize the concept that everyone's perspective is shaped by subtle influences and that others may have different perspectives. Section 2, State of the Planet Awareness, examines the problems and solutions for increasing the ability of individuals to intelligently interpret information about world conditions. Section 3, Cross Cultural Awareness, describes the different degrees of cross-cultural awareness and the necessity to reach a stage beyond empathy where one has the capacity to imagine oneself in a role within the context of a foreign culture. Section 4, Knowledge of Global Dynamics, analyzes the world as an interdependent system where the issue of growth may be the predominant contemporary problem. Section 5, Awareness of Human Choices, emphasizes that increased global perspective will require difficult value decisions about the solutions to our world problems. (Author/DE)
Attractive as the idea of world citizenship is to some, it has seemed to others as an illegitimate extension (or dilution) of the idea of citizenship. World citizenship on this view does not exist in the modern world because the requisite conditions-culture, identity, institutions-do not exist, and perhaps could not exist either, if these conditions could never make sense on a global scale. In this paper I side with those who think that global citizenship is more than a moral conception, that the conditions for its application do exist in the modern world, and that it is desirable that people come to accept it, since this would make its institutions more robust and the exercise of global responsibility more effective.
Despite increasing demands for teachers to teach for equity, diversity and global interconnectedness, colleges of education are not producing teachers with such knowledge and skills. In this study the author identified teacher educators, who are recognized by their peers for their success in preparing teachers in both multicultural and global education and asked them to reflect upon the experiences that have most influenced their work in these fields. The 80 teacher educators in the study told of encounters with people different from themselves, experiences with discrimination, injustice or outsider status, and their felt contradictions in dealing with multiple realities. There are significant qualitative differences between those experiences identified by people of color and those who are white. Most of the people of color acquired an experiential understanding of discrimination and outsider status by the nature of growing up in a society characterized by white privilege and racism. However, many of the middle-class white teacher educators had their most profound experiences while living outside of their own country. Given the demographics of professors of education, the findings have implications for the ability of the nation's universities to prepare teachers in multicultural and global education.
This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and reports on a preliminary study relating to the initial training of teachers in England. In particular this raises questions about the knowledge and understanding that such students bring to their courses. It concludes by identifying some of the consequent dilemmas faced by teacher trainers working in this context.
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity.
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