The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the importance of and necessity for incorporating global citizenship and intercultural competence development into education curricula at all levels and in every region of the world. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help teacher educators, teachers, and education policy developers to: develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs. This volume includes the voices of 47 emerging and distinguished intercultural education scholars from over ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, and pre- and in-service teachers (undergraduate as well as graduate).
Carine E. Ullom is the Associate Dean of Instructional Innovation at Ottawa University and serves on the editorial board for the Journal of Virtual Exchange. She has over 20 years' experience implementing educational technology in higher education, having served in roles at The University of Kansas and St. Lawrence University (SLU) prior to joining Ottawa University. At SLU, she was the Director of the Language Resource Center. Her research focuses on the impact of GCTL on global identity development among pre-service teachers. She is passionate about faculty development regarding developing the globally aware self and internationalization of higher education through embedding intercultural competence development and global awareness capacity building opportunities in courses and programs via virtual exchange. Nilufer Guler is director of the EdD program and associate professor of education at Rockhurst University. Her research interests include teacher education, ELL education, and internationalization of teacher education. She was a Global Teacher Education fellow in 2017-18, and she was co-lead on a grant from the Longview Foundation for Promoting Internationalization of Teacher Education Through Faculty Development. Her book Optimizing Elementary Education for English Language Learners was published in 2018, and she is a co-editor for the Globalization of Teacher Education book series at Rowman & Littlefield. Guler also serves on the Global Diversity Committee of AACTE. Contributors include: Nila Akinyi Oduori, Gerardo Aponte-Safe, Elizabeth Asewe, Stefan Baumann, Delane Bender-Slack, Karen L. Biraimah, Natalie Bolton, Elisa Briga, Davide Capperucci, Jingxin Cheng, Melissa R. Collum, Sarah A. Coppersmith, Michelle D. Cude, Darla K. Deardorff, Nanda Dimitrov, Lorna Down, Laura Boynton Hauerwas, Kimberly Howard, Corinna Howland, Sarah-Louise Jones, Agreement L. Jotia, Shea Kerkhoff, Florence Kisirkoi, Brianna Kurtz, Melissa Liles, Heather A. Linville, Beatrice N. Manyasi, Rose Mbewe, Rosalyn McKeown, Jill Newton, Andrew Petersen, JoAnn Phillion, Ken Pritchard, Lankeu M. Reson, Ilaria Salvadori, Bima Sapkota, Ingrid Schudel, Alina Slapac, Laura L. Stachowski, Amara Stuehling, Shepherd Urenje, Carla Rey Vasquez, Lihong Wang, Chudi Zhou, and Lili Zhou
Foreword (Miri Yemini) Preface Acknowledgements SECTION I: GLOBAL COMPETENCE Chapter 1:Intercultural Competence as the Core to Developing Globally Engaged Teachers (Nanda Dimitrov & Darla K. Deardorff) What Competencies Do Globally Engaged Teachers Need? Developing the Core: Intercultural Competence Attitudes Knowledge Skills Internal Outcomes External Outcomes Implications for Teaching Development Developing Further: Intercultural Teaching Competence Current Trends and Gaps in Instructor Development Gaps Mentoring for Intercultural Teaching Competence: Current Approaches and Future Possibilities Organization/Curriculum Level Preparation Individual Instructor Development: Beyond Awareness Developing Perspective-Taking and Awareness of Positionality Experiential and Community-Engaged Approaches Facilitation Skill Practice with Feedback Developing Curriculum Design Competencies Guided Reflection Summary References Chapter 2: Global Competence Education Strategies: A View from Around the World and Considerations for Implementation (Elisa Briga, Sarah-Louise Jones, Corinna Howland, and Melissa Liles) International Intergovernmental Conceptions of Global Competence Education Organisation for Economic Co-operation and Development (OECD) The United Nations Educational, Scientific, and Cultural Organization (UNESCO) Council of Europe (CoE) European Union (EU) Discussion of Conceptions of Global Competence From Inter-Governmental Strategies to Practical Implementation Selected National Conceptions of Global Competence Education Belgium (Flanders) Brazil Canada Egypt Finland Greece Italy New Zealand Singapore South Korea United Kingdom United States Comparing National Strategies Approaches Key Actors Considerations for Successfully Embedding Global Competence in School Education Stakeholder Alignment Holistic Approach Professional Development for Teachers and Teacher Trainees Summary Acknowledgements References Chapter 3: The Non-Formal Education Sector and Global Competence Education (Corinna Howland, Sarah-Louise Jones, Melissa Liles, and Carla Rey Vasquez) Defining the Non-Formal Education Sector in the Context of Global Competence Research Design Subject Pool and Participant Selection Limitations Preliminary Findings Defining Global Competence in the NFE Sector Overview of Key Global Competence Education Offerings NFE-FE GCE Relationships Case Studies Asia Society Inspire Citizens MUNDU (Bridge 47 Network Member) AFS Intercultural Programs and European Federation for Intercultural Learning (EFIL) Discussion Conclusion Acknowledgements References SECTION II: SUPPORTING GLOBAL COMPETENCE DEVELOPMENT IN PRE-SERVICE TEACHERS Chapter 4: Developing Global Perspectives in Pre-Service Teachers: Approaches from the Field (Melissa Collum, Gerardo Aponte-Safe, and Heather Linville) Defining Global Education Global Education in our Teaching Context Teaching Approaches: Opportunities in Global Education Melissa's Approach: Application of Human Rights Education Heather's Approach: International Cooperation Gerardo's Approach: Critical Global Education Literature Circles Critical Analysis of Curriculum Common Activities Challenges in Global Education Conclusion References Chapter 5: Global Competence Development Through the Lens of Graduate Students in Action Research Courses (Alina Slapac, Sarah A. Coppersmith, and Jingxin Cheng) Global Competence in Schools of Education Action Research Framework Theoretical Framework Context and Participants Methodology Data Collection Reflections Self-Assessment Using the GCLC Findings and Discussion Qualitative Data Analysis Participants' Perspectives on their Own Global Competence Relationship of Global Competence in Formulating and Framing Action Research Continuing to Grow as a Globally Competent Teacher Quantitative Data Analysis Pre Self-Assessment Results Post Self-Assessment Results Discussion of Results Limitations Conclusion References Chapter 6: Through Their lenses: Pre-Service Teachers' Perceptions of the Value of Their International Teaching Experiences (Kimberly Howard) Developing Global Competence and Empathy Complications with Studying ITEs Understanding ITEs Through the Lenses of Pre-Service Teachers Methodology Data Analysis Findings Forming Relationships Gaining Experience as Teachers Gaining Personal and Professional Self-Confidence Conceptual Learning Expanding Their Worldview Analyzing Multiple Perspectives of Education Discussion Implications and Recommendations Conclusion References Chapter 7: The "Five Cs" of Cultural Immersion: Adding Depth and Meaning to International Student Teaching (Laura L. Stachowski, Kimberly Howard, Ken Pritchard, and Amara Stuehling) World-Readiness Standards for Learning Languages In a Nutshell: Global Gateway for Teachers Pre-Departure Preparation On-Site Support Program Design The Five Cs: Learning Languages and Student Teacher Immersion In Support of the Structure The Five Cs in Student Teaching Immersion Experiences Communication Preparation On-Site Student Teacher Voices Cultures Preparation On-Site Student Teacher Voices Connections Preparation On-Site Student Teacher Voices Communities Preparation On-Site Student Teacher Voices Discussion References SECTION III: INTERNATIONAL COLLABORATION IN TEACHER PREPARATION Chapter 8: Developing an Equitable Global South-North Partnership in Support of Transformative Study Abroad: A Botswana Case Study (Agreement L. Jotia, Karen L. Biraimah, and Brianna A. Kurtz) The Transformation of the Rewards and Challenges of U.S. Study Abroad Programs Intercultural Competence in Teacher Education Issues Related to Global South-North Partnerships Notions of Decoloniality and "Othering" Developing Sustainable and Equitable Global South-North Partnerships The University of Botswana (UB) and the University of Central Florida (UCF) Partnership The Challenge of Over-Committed Faculty from the Global South The Challenge of Linking Collaborative Partnerships to Quality Programs Financial Hurdles Theoretical Perspectives on the Impact of Globalization, Study Abroad, and Global Partnerships Internationalization and Global Competence Impact on Culturally Responsive Pedagogy Perceptions of the Global North and South Colonialism, Decoloniality, and Their Impact on Globalization Critical Cosmopolitan and Social Justice Global Citizenship Moving from Theory to Practice Methodology Participant Demographics Results Basic Knowledge Acquisition Participants' Most Rewarding Experiences Participants' Most Challenging Experiences Professional Development and Personal Growth Conclusion Chapter 9: Building Bridges: A Case Study of a Kenya-US Faculty Exchange and Emerging Partnership (Michelle D. Cude, Florence Kisirkoi, Beatrice N. Manyasi, Nila Akinyi, Elizabeth Asewe, and Lankeu Reson) Context and Components of Partnership Conceptual Framework Research Questions Review of the Literature Benefits of Teacher Exchange Impacts of Global Partnerships Call for Social Justice Method Qualitative Inquiry/Case Study Data Collection & Analysis Description of the Participants Findings Finding 1: Impact Was Felt on Both the Individual and the Institutional Level Finding 2: Benefit was Mutual Benefits to Kenyan Participants & Institution Institutional Impact in Kenya Benefits to American Participants and Institution Going Abroad is Perspective-Altering Institutional Impact in the US Finding 3: Building Relationships as the Essential Foundation for Partnership Instructor-to-Student Relationships Student-to-Student Relationships Finding 4: Challenges Offer Opportunities to Practice the Bold Honesty and Open Dialogues that Sustain Healthy Partnerships Communication Risk-Taking and Vulnerability Unequal Resources Next Steps: Stepping up with Social Justice A Vision for Partnership Growth Social Justice Imperative: Global Access to Quality Teacher Education Discussion Conclusion References Chapter 10:Fostering Pre-Service Teachers' Social Justice Awareness and Intercultural Competence Through a Virtual Global Community of Practice (Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill Newton, and JoAnn Phillion) Review of Relevant Literature and Theoretical Perspectives Social Justice in Teacher Education Intercultural Competence Community of Practice Course Design and Implementation Course and Study Participants Research Methods Study Participants Data Sources Data Analysis Findings Awareness of Local and Global Social Justice Conceptions of Social Justice Related to Redistribution, Recognition, and Representation Exploration of Local and Global Social Justice in Educational Contexts Intercultural Competence Development Awareness of Self and Others Cultural Sensitivity and Intercultural Communication Skills Discussion Learning Through Engagement in the GSJE Community Anticipated Use of GSJE in Their Future Teaching Conclusion References Chapter 11: Modeling Global Teaching Pedagogies in Virtual Teacher Exchange (Laura Boynton Hauerwas, Davide Capperucci, and Ilaria Salvadori) Global Values and Competencies in Teaching Collaborative Virtual Exchange Italian-US American Collaborative Virtual Exchange Modeling and Authentic Practice of Global Teaching Situating Issues in Global and Local Context Counter Narratives Dialogical Experiences and Thinking Routines Four Phases of the Virtual Exchange Designing Virtual Exchange for Developing Global Competence Scaffolding Intercultural Communication Experiencing Global Teaching and Applying it Authentically Integrating Reflexivity Conclusions for Teacher Educators References SECTION IV: PROFESSIONAL DEVELOPMENT FOR TEACHER EDUCATORS Chapter 12: Internationalizing Teaching and Learning Through Faculty Inquiry Circles (Shea Kerkhoff, Natalie Bolton, Chudi Zhou, and Lihong Wang) Review of Relevant Literature Theoretical Framework Globally Competent Learning Continuum Teaching for Global Readiness Methods and Context Participants Data Collection and Analysis Surveys Syllabi and Action Research Reports Reflections Results Results from Pre- and Post-Experience Surveys Frequency of Implementing Global Teaching Practices Pre- and Post-Intervention Agreement with Implementing Global Teaching Practices Pre- and Post-Intervention Participant Ratings of Proficiency in Global Learning Pre- and Post-Intervention Results from Changes to Syllabi Results from Action Research Reports Findings from the Reflections Taking Action Benefit for the Instructor Challenge for the Instructor Discussion and Conclusion References Acknowledgments Chapter 13: Supporting Education for Sustainable Development through an Online Global Forum for Teacher Educators: An Emerging Community of Practice (Ingrid Schudel, Lorna Down, Rosalyn McKeown, Stefan Baumann, Andrew Petersen, and Shepherd Urenje) Online Learning Communities Knowledge Navigation and Stewarding in Communities of Practice A Reflexive, Realistic Evaluative Study Data Generation Methods and Analysis Findings and Discussion Knowledge Navigation in our Community of Practice Knowledge Stewarding in our Community of Practice Relational Dynamics across Boundaries in our Community of Practice Contextual Dynamics of Participation in our Community of Practice Technology and Access Financial Challenges Conclusion References Chapter 14: Engaging Globally-Oriented Literacies in Teacher Education: A Guide to Syllabus Revision (Delane Bender-Slack) My Evolution as an International Educator Global Learning Global Learning and Global Literacy Internationalizing a Course General Process for Internationalizing a Course Step One: Choose a Global Competence Framework Step Two: Plan an Intercultural Project Step Three: Integrate Global Competencies into Each Syllabus Section Applying the Course Revision Process to a Content Area Literacy Course Step One: Choose Global Competence Framework Step Two: Plan an Intercultural Project Step Three: Integrate Global Competencies into Each Syllabus Section Examine the Course Schedule Incorporate New Activities Incorporate New Texts Analyze and Adapt Current Assignments Revise Assessments Conclusion References Chapter 15: Challenges Encountered in Embedding Global Perspectives in Teacher Preparation Curriculum (Nilufer Guler and Carine Ullom) Review of the Literature Global Education Teacher Preparation and Global Competence Development Teacher Preparation Faculty and Global Education Theory and Framework Core Conceptual Dimensions of Global Citizenship Education (UNESCO) Transformative Learning Theory Research Methods Research Question Research Context Research Participants Data Collection Data Analysis Results and Discussion Lack of Interest and Support within their Department Student Lack of Interest Lack of Opportunities and Time Additional, Positive Findings Discussion Limitations Implications and Recommendations References Acknowledgement References Index About the Contributors
