Frontiers: The Interdisciplinary Journal of Study Abroad

Introduction to Special Issue on Intercultural Development in Teacher Education: Sustaining Momentum for Study Abroad and Virtual Exchange Innovation

Adriana L. Medina, Allison J. Spenader — Thu, 01 Aug 2024 00:00:00 -0700

This introduction provides an overview of the articles included in this special issue. Collectively, the researchers addressed sustaining momentum for study abroad and virtual exchange in teacher education particularly around the time of the COVID-19 pandemic. The studies illustrate the value of expanding access to international experiences for teachers, both in-service and preservice, and the benefits of intercultural dialogue and reflection for teachers’ intercultural development and teaching practices. Along with a summary of each of the articles included in this special issue, in this introduction, the guest editors provide a synthesis of how these articles address questions related to access, equity, and mobility; intercultural knowledge, skills, and attitudes; and the lived experiences of educators engaged in study abroad and virtual exchange. To usher in new ideas for future research, this introduction also offers other areas of inquiry that warrant exploration within the field of intercultural development in teacher education with questions that aim to help us capture the impact of teacher intercultural development on teachers’ practices and on their students’ intercultural learning.

Abstract in Swedish

Den här introduktionen ger en översikt över de artiklar som ingår i detta specialnummer. Gemensamt för artikelförfattarna var att de tog upp vikten av att bibehålla tempot för studier utomlands och virtuellt utbyte i lärarutbildningen, särskilt kring tiden för covid-19-pandemin. Studierna illustrerar värdet av att utöka tillgången till internationella erfarenheter för lärare, och fördelarna med interkulturella samtal och reflektion för lärarens interkulturella utveckling och undervisningsmetoder. Tillsammans med en sammanfattning av var och en av artiklarna som ingår i detta specialnummer, ger gästredaktörerna också en sammanfattning av hur dessa artiklar tar upp frågor angående tillgång, rättvisa och mobilitet, interkulturell kunskap, färdigheter och attityder; och de levda erfarenheterna av lärare som studerar utomlands eller deltar i virtuella utbyten. För att introducera nya idéer för framtida forskning erbjuder denna text också andra områden som motiverar forskning inom interkulturell utveckling i lärarutbildningen med frågor som syftar till att hjälpa oss att förstå inverkan av lärarens interkulturella utveckling på dennes pedagogiska arbete och på deras studenters interkulturella lärande.

Abstract in Spanish

Esta introducción ofrece una descripción general de los artículos incluidos en esta edición especial. Colectivamenta, los investigadores analizaron como mantener el impulso de los estudios en el extranjero y del intercambio virtual en la formación del profesorado, especialmente en la época de la pandemia de Covid-19. Los estudios ilustran el valor de ampliar el acceso a las experiencias internacionales para los profesores, tanto en formación como en prácticas, y los beneficios de los diálogos interculturales y de la reflexión para el desarrollo intercultural y para las prácticas de enseñanza. Junto con un resumen de cada uno de los artículos incluidos en esta introducción, los editores invitados también proporcionan una síntesis de como estos artículos mencionan cuestiones relacionadas con el acceso, la equidad y la movilidad; el conocimiento intercultural, habilidades y actitudes; y las experiencias vividas de los educadores que participan en estudios en el extranjero y el intercambio virtual. Para dar paso a nuevas ideas para futuras investigaciones, esta introducción también ofrece otras áreas de investigación que justifican la exploración dentro del campo del desarrollo intercultural en la formación del profesorado con preguntas con el fin de ayudarnos a captar el impacto del desarrollo intercultural en las prácticas del profesorado y en el aprendizaje intercultural de los estudiantes.

Collaborative Cosmopolitan Capital in In-Service Teacher-Led K-12 Study Abroad Programs

Amanda R. Baker, Laura Engel — Thu, 01 Aug 2024 00:00:00 -0700

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 Spanish

La 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.

Collaborative Online International Learning: A Promising Practice for Developing Intercultural and Global Competencies with Turkish and American Teacher Candidates

Michael Kopish, Filiz Zayimoğlu Öztürk — Thu, 01 Aug 2024 00:00:00 -0700

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.

Seeing Local Experiences Through Global Eyes: Duoethnography and the Internationalization of Language Teacher Education

Míriam Jorge, Andréa Mattos, Leina Jucá, Mara Barbosa — Thu, 01 Aug 2024 00:00:00 -0700

This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access.

Abstract in Portuguese

Este artigo discute o uso da duoetnografia na internacionalização da formação de professores de línguas, visando responder às seguintes questões: a) como a duoetnografia pode apoiar a internacionalização da formação de professores de línguas? b) Que aspectos da vida dos professores de línguas podem ser explorados em encontros dialógicos entre professores de línguas e futuros professores de diferentes países? c) Que impactos (duradouros) a realização de uma duoetnografia pode ter nos professores de línguas? Além de explicar o processo de elaboração de um tarefa internacional baseada em pesquisa (TIBP), que visava envolver professores de línguas em serviço e em formação inicial nos EUA e no Brasil na exploração de suas experiências linguísticas, as autoras apresentam a justificativa e a base teórica para desenvolver o TIBP e analisar as duoetnografias: abordagens críticas à formação de professores de línguas, letramentos digitais e integração tecnológica na práxis educativa, colaboração docente e duoetnografia como processo e método. A análise revelou que a duoetnografia pode ser eficaz, levando à reflexão e contribuindo para questões de igualdade, mobilidade e acesso.

Virtual Exchange in Teacher Preparation: Identifying and Disrupting Dangerous Narratives about the Middle East and North Africa Region

Jennice McCafferty-Wright, Mya M. Kemper — Thu, 01 Aug 2024 00:00:00 -0700

This study investigated the impact of virtual exchange on disrupting dangerous narratives about the Middle East and North Africa (MENA) region among pre-service elementary teachers in the Midwestern region of the United States. The virtual exchange program provided direct interaction with teacher candidates in Morocco. Analysis of pre- and post-exchange memos revealed a significant shift from negative narratives to positive, generalized perceptions of the MENA region. While the shift towards positive generalizations represents progress, it also emphasizes the need for nuanced understanding and ongoing engagement. After participating in the exchange, pre-service teachers also communicated a strong desire to teach about the world and its people. This study highlights the possibilities of virtual exchange as a tool for preparing future educators who have been influenced by post-9/11 educational and media narratives. It advocates for the integration of virtual exchange as a mainstream approach to foster teaching for global understanding among teacher candidates.

Intercultural Communicative Competence as a Contribution to the Development of Historical Consciousness of Prospective Teachers

Carolin Hestler — Thu, 01 Aug 2024 00:00:00 -0700

The fact that Intercultural Communicative Competence (ICC) also includes historical consciousness is known, but this dimension of ICC has so far been largely unexplored. This article aims to show that virtual cooperation between universities from two different countries can promote not only ICC but also critical historical thinking. Using qualitative research methods, data sets from two different German-American collaborations were examined with regard to this question. The participants were preservice teachers. It was found that a change of perspective was valuable for gains in both ICC and historical consciousness.

Abstract in German

Dass zur interkulturellen kommunikativen Kompetenz (ICC) auch ein historisches Bewusstsein gehört, ist bekannt, aber diese Dimension der ICC ist bisher weitgehend unerforscht. Dieser Artikel soll zeigen, dass virtuelle Kooperationen zwischen Universitäten aus zwei verschiedenen Ländern nicht nur ICC, sondern auch kritisches historisches Denken fördern können. Mit Hilfe qualitativer Forschungsmethoden wurden Datensätze aus zwei verschiedenen deutsch-amerikanischen Kooperationen mit Lehramtsstudierenden auf diese Frage hin untersucht. Es zeigte sich, dass ein Perspektivwechsel sowohl für die Entwicklung von ICC als auch von Geschichtsbewusstsein wertvoll ist.