Collaborative Online International Learning: A Promising Practice for Developing Intercultural and Global Competencies with Turkish and American Teacher Candidates
DOI:
https://doi.org/10.36366/frontiers.v36i2.925Keywords:
Global citizenship education, global competencies, intercultural competencies, teacher education, virtual exchange, Küresel vatandaşlık eğitimi, küresel yetkinlikler, kültürlerarası yetkinlikler, öğretmen eğitimi, sanal değişimAbstract
This exploratory study examines Collaborative Online International Learning (COIL) efforts of two teacher educators at Turkish and American universities who co-designed teacher education courses intending to develop intercultural and global competencies among students. Drawing from theoretical perspectives of Global Citizenship Education (GCE) (UNESCO, 2015), global competencies (Asia Society, 2008), and intercultural competencies (Barrett, 2018), the instructors virtually linked the two institutions, co-designed course syllabi and assignments, and promoted virtual exchange with teacher candidates. All students collaborated on two course assignments: 1) Comparative Intercultural Exchange - creation and analysis of autobiographical videos communicating personal, social, and cultural identities; and 2) Sustainable Development Goals (SDGs) Critical Inquiry - analysis and presentation of SDG targets at local, national, and global levels. Data analysis revealed five salient themes across American and Turkish students. The findings indicate that students considered the COIL project an affirming experience in developing intercultural and global competencies.
Abstract in Turkish
Bu keşifsel çalışma, öğrenciler arasında kültürlerarası ve küresel yeterliliklerin geliştirilmesini amaçlayan öğretmen eğitimi derslerini birlikte tasarlayan Türk ve Amerikan üniversitelerindeki iki öğretim üyesinin İşbirlikçi Çevrimiçi Uluslararası Öğrenme (COIL) çabalarını incelemektedir. Küresel Vatandaşlık Eğitimi (KVE) (UNESCO, 2015), küresel yeterlikler (Asya Topluluğu, 2008) ve kültürlerarası yeterlikler (Barrett, 2018) teorik perspektiflerinden yararlanan eğitmenler, iki kurumu sanal olarak birbirine bağladı, ders müfredatlarını ve ödevleri birlikte tasarladı ve öğretmen adaylarıyla sanal değişimi teşvik etti. Tüm öğrenciler bir dersle ilişkili iki ödev üzerinde işbirliği yaptı: 1) Karşılaştırmalı Kültürlerarası Değişim - kişisel, sosyal ve kültürel kimlikleri ileten otobiyografik videoların oluşturulması ve analizi; ve 2) Sürdürülebilir Kalkınma Hedefleri (SKH) Eleştirel Sorgulama - yerel, ulusal ve küresel düzeylerde SKH hedeflerinin analizi ve sunumu. Veri analizi, Amerikalı ve Türk öğrenciler arasında beş belirgin temayı ortaya çıkardı. Bulgular, öğrencilerin COIL projesini kültürlerarası ve küresel yeterliklerin geliştirilmesinde olumlu bir deneyim olarak gördüklerini göstermektedir.
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