Getting Curious and Gaining Knowledge through Transnational Collaboration in Foreign Language Teacher Education

Autor/inn/en	Hoinkes, Ulrich; Clausen, Kyra
Titel	Getting Curious and Gaining Knowledge through Transnational Collaboration in Foreign Language Teacher Education
Quelle	(2022), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hoinkes, Ulrich) ORCID (Clausen, Kyra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teacher Collaboration; Multilingualism; Teacher Education Programs; Immigrants; Intercultural Communication; Language Role; French; Spanish; English (Second Language); German; Cultural Awareness; Teaching Methods; Learning Processes; International Cooperation; Educational Cooperation; Higher Education; Professionalism; Partnerships in Education; Program Descriptions; Information Technology; Technology Uses in Education; Student Attitudes; Portfolios (Background Materials); Foreign Countries; Integrated Learning Systems; Spain (Barcelona); Sweden; United Kingdom (England); Germany + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerkooperation; Mehrsprachigkeit; Multilingualismus; Immigrant; Immigrantin; Immigranten; Interkulturelle Kommunikation; Französisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Professionalität; Hochschulpartnerschaft; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Ausland; Schweden; Deutschland
Abstract	The claim to strive for greater internationalisation in the fields of academic education not only corresponds to the pressures of an increasingly globalised world but is also a response to the ever-growing challenges of cultural diversity that exist within one's own country. For students, however, the geographical space relevant to their education is usually constituted not by the nation state but by an educationally autonomous entity of subordinate size. The field of foreign language teacher training is a prime example in this respect in its interweaving with overarching educational concepts. For teachers and students, the importance of individual multilingualism is revealed in their dealings with people from a wide variety of migrant backgrounds, in different places on journeys, and in many professional fields around the world. It is of great value for prospective language teachers in one country to recognise the role that French, Spanish, English, or German play as foreign languages in other countries and to be aware of the different situations of social multilingualism. It is important to recognise that a couple of well-defined factors significantly influence the way foreign languages are taught and learned in other places. This chapter presents the proPIC project, which was an Erasmus+ funded project, being part of the worldwide initiatives for more internationalisation in higher education. In practice, proPIC adopted the concept of transnational collaboration as far as it applies to the education sector. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01