Enhancing Intercultural Understanding for Pre-Service Teachers through Developing and Sustaining Education Abroad Experiences

Autor/inn/en	Marcus, Alan S.; Moss, David M.
Titel	Enhancing Intercultural Understanding for Pre-Service Teachers through Developing and Sustaining Education Abroad Experiences
Quelle	In: Journal of International Social Studies, 5 (2015) 2, S.22-37 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Intercultural Programs; Multicultural Education; Preservice Teachers; Preservice Teacher Education; Study Abroad; Sustainability; Enrichment Activities; Internship Programs; Student Teaching; Sensitivity Training; Interpersonal Competence; History Instruction; Urban Education; Program Descriptions; Student Experience; Foreign Countries; Connecticut; United Kingdom (London); United Kingdom (Nottingham) + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Studies abroad; Auslandsstudium; Nachhaltigkeit; Bereicherungsprogramm; Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis; Sensitivitätstraining; Interpersonale Kompetenz; History lessons; Geschichtsunterricht; Stadtteilbezogenes Lernen; Studienerfahrung; Ausland
Abstract	This article discusses two education abroad programs that afford pre-service teachers with purposeful opportunities to enhance their intercultural competence through immersion in teaching internships in British schools. The programs, in London and Nottingham, provide pre-service teachers with direct experiences that engage them with diverse instructional perspectives and challenge their ideas underpinning U.S. norms for teaching and learning. The Nottingham program focuses on the discipline of history and about how the past is taught, while the London program has an urban education focus that serves participants across a variety of disciplines. Both programs are a 15 week semester abroad for teaching interns following their domestic student teaching semester. Focused on teacher leadership and intercultural learning, this value-added semester builds upon four prior semesters of school placements, requires a master-level research project, and directly engages interns in school-based activities. This paper highlights the two programs with specific attention paid to purposefully facilitating intercultural learning. Implications for both initiating and sustaining international experiences for pre-service teacher education are addressed. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01