From Global South to Global North: Lessons from a Short-Term Study Abroad Program for Chilean Teacher Candidates in English Pedagogy

Autor/inn/en	López, Minda Morren; Lara Morales, Pamela Roxana
Titel	From Global South to Global North: Lessons from a Short-Term Study Abroad Program for Chilean Teacher Candidates in English Pedagogy
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 2, S.248-267 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López, Minda Morren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1880997
Schlagwörter	Developing Nations; Developed Nations; Program Length; Program Effectiveness; Study Abroad; Preservice Teachers; Student Experience; Undergraduate Students; English (Second Language); Teacher Competencies; Global Approach; Cultural Awareness; Perspective Taking; Postcolonialism; Social Justice; Critical Thinking; Multilingualism; Language Proficiency; Partnerships in Education; Second Language Instruction; Foreign Countries; Texas; Chile (Santiago) + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Studies abroad; Auslandsstudium; Studienerfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrkunst; Globales Denken; Cultural identity; Kulturelle Identität; Zukunftsperspektive; Post colonialism; Postkolonialismus; Soziale Gerechtigkeit; Kritisches Denken; Mehrsprachigkeit; Multilingualismus; Language skill; Language skills; Sprachkompetenz; Hochschulpartnerschaft; Fremdsprachenunterricht; Ausland
Abstract	In this qualitative study of a short-term study abroad program from Chile to the United States, teacher candidates in English pedagogy reported developing globally competent teacher attributes. Through the experiences in the program, the Chilean teacher candidates reported that their international perspectives were enhanced, their repertoire of teaching strategies and skills was broadened, and they felt more equipped to work effectively with multilingual students in their own contexts. There were also challenges related to their own cross cultural learning and English language proficiency. While most research has followed university students from the Global North traveling to another locale, this study is unique in that the participants were from Chile studying in the United States. The impacts of colonialism and anti-colonialism were explored that related not only to the institutional structures and geopolitical frameworks of the disparate regions but also educators' thinking. Thus, to be globally competent in Chile may encompass different attributes than being globally competent in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01