Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Dunn, Alyssa Hadley; Dotson, Erica K.; Cross, Stephanie Behm; Kesner, John E.; Lundahl, Bo

doi:10.1080/01626620.2014.948227

Cited by 53 publications

(25 citation statements)

References 23 publications

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“…The findings from this study indicate that preservice teachers' cross-cultural immersion experience provided them with insights into different cultures that benefited their future teaching career (Ateşkan, 2016;Kabilan, 2013;Rodriguez, 2011;Unlu, 2015). In addition, they encountered different obstacles and challenges, such as language barriers and culture shock during the transformative learning process (Dunn et al, 2014). More importantly, through the RLP, the participants were able to visit China where they developed themselves personally and professionally over their three-month exchange.…”

Section: Resultsmentioning

confidence: 88%

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Deng¹

2019

Journal of Teaching and Learning

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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Section: Resultsmentioning

confidence: 88%

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Deng¹

2019

Journal of Teaching and Learning

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“…Study abroad opportunities and programming focused on education-related topics can serve to engage students on critical reflection, assumptions and understanding about culture and diversity, and discussion on issues related to local/ global dynamics in the teaching and learning process (Dunn et al, 2014). Overall, short-term study abroad might lead to higher-level cultural understandings and global perspectives of the participants (Gaia, 2015).…”

Section: Resultsmentioning

confidence: 99%

Teaching and Learning Innovation in Switzerland: A Short-Term Faculty-Led Study Abroad Program

Romero-Hall

2020

IJDL

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In this paper, I share my experience conceptualizing, designing, and implementing a short-term faculty-led study abroad program for undergraduate and graduate students. The primary theme of the program was on innovation in Swiss teaching and training practices. The location of the 10-day study abroad program was Lucerne, Switzerland; however, as part of the cultural aspect of the program, other cities in Switzerland and countries were also visited. The design of the study abroad program took approximately two-years. This paper serves to divulge the process followed for the creation of the faculty-led short-term study abroad program,which can aid the design of future study abroad programs with similar themes to other countries or regions of the world. Additionally, the design of this specific study abroad program provides insights into the logistical and creative process that others should consider in the creation of study abroad experiences that provide a balance between cultural and intellectual goals.

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“…Nesse cenário, a cidadania global é frequentemente enquadrada como um capital cultural ou um status de prestígio obtido através da familiarização com outras línguas e culturas (WEENINK, 2008;ZEMACH-BERSIN, 2012). As oportunidades mais óbvias para esse engajamento surgem em programas de estudo no exterior, muitas vezes considerados como uma referência da educação intercultural e da cidadania global (DUNN, DOTSON, CROSS, KESNER e LUNDAHL, 2014;WILSON & FLOURNOY, 2007). Sua expansão, somada a outras iniciativas internacionais, como escolas internacionais, longe de ser um processo para alcançar a justiça global, funciona como uma ferramenta para promover um tipo de cidadania global baseada na competitividade laboral (GARDNER-MCTAGGART, 2016;RESNIK, 2009RESNIK, , 2012.…”

Section: Movimento Global De Reformas Educativas E Formação De Profesunclassified

Os Paradoxos da Educação para Cidadania Global na Formação Docente

Fischman¹,

Estellés

2019

CsF

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Propostas de Educação para Cidadania Global (ECG) são frequentemente apresentadas como se derivaram de processos quase-naturais de evolução pedagógica. Nesse pensamento evolutivo, a ECG representa um estágio mais avançado de inovação pedagógica e, consequentemente, aparece como o melhor e mais abrangente modelo educacional. É importante apontar que no período 1990-2019 duas tendências simultâneas procuram desenvolver modelos de cidadania diferentes. Se a ECG procura desenvolver um/a cidadão global cosmopolita outras propostas pedagógicas apontam a transformar as noções de cidadania dando prioridade aos direitos de um "consumidor global" neoliberal sobre os direitos "cidadãos globais/cívicos". Este artigo discute 62 artigos sobre ECG e identifico o predomínio de uma orientação pedagógica redentora idealizada que tem muitas limitações e fundamentalmente não confronta às opções consumistas oferecidas pelos modelos pedagógicos de orientação neoliberais. Palavras-chave: Educação para Cidadania Global; formação docente; pedagogias redentoras, Movimentos Globais de Reforma.

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Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Cited by 53 publications

References 23 publications

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Teaching and Learning Innovation in Switzerland: A Short-Term Faculty-Led Study Abroad Program

Os Paradoxos da Educação para Cidadania Global na Formação Docente

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