Collaborative Cosmopolitan Capital in In-Service Teacher-Led K-12 Study Abroad Programs
DOI:
https://doi.org/10.36366/frontiers.v36i2.929Keywords:
Cosmopolitan capital, cosmopolitanism, global citizenship, study abroad, teachersAbstract
Research highlights the many benefits of study abroad in higher education with emerging scholarship on study abroad in K-12 education. This paper focuses on how leading study abroad fosters a collaborative, cosmopolitan-oriented, professional environment for secondary teachers in Washington, D.C. Public Schools (DCPS). Theoretically we apply frameworks related to the development of cosmopolitan capital and the formation of collaborative professional communities. Using a qualitative case study approach, we draw on data from interviews, written materials, observations of pre-departure meetings and training, and post-program survey responses. Analysis illustrates several emergent themes: First, educators with previous international experience tend to seek out globally oriented in-service teacher education experience. Second, the majority of participating teachers report leading study abroad experience as beneficial to them. Third, findings show the importance of forming professional communities among global educators. Together these findings signal the unique benefits of study abroad in teacher education and professional development settings.
Abstract in SpanishLa literatura destaca los beneficios de estudiar en el extranjero en el ámbito de la educación superior. La literatura resalta las oportunidades emergentes de becas para estudiar en el extranjero en el sector de la educación K-12. Este artículo se enfoca en cómo los líderes de programas de estudios en el extranjero promueven un entorno profesional colaborativo y de orientación cosmopolita para los docentes de secundaria en las Escuelas Públicas de Washington, D.C. (DCPS). Teóricamente se aplican marcos relacionados con el desarrollo del capital cosmopolita y la formación de comunidades profesionales colaborativas. Mediante un estudio de caso cualitativo, se recopilaron datos a través de entrevistas, materiales escritos, observaciones de reuniones y capacitaciones previas a la salida, así como respuestas a encuestas posteriores al programa. El análisis de estos datos revela varias temas emergentes: 1.) Los docentes con experiencia internacional previa tienen que buscar oportunidades de formación docente que tengan una orientación global, 2.) la mayoría de los docentes participantes afirman que la experiencia de liderar estudios en el extranjero les ha resultado beneficioso, y 3.) los hallazgos subrayan la importancia de formar comunidades profesionales entre docentes que se identifican como educadores globales. Considerando los tres temas emergentes juntos, estos hallazgos muestran los beneficios únicos de estudiar en el extranjero dentro del contexto de la formación docente y de la formación del desarrollo profesional.
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