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Cross cultural views: Teacher definitions of ‘International’ practice

Beverly D. Shaklee, Center for International Education bshaklee@gmu.edu George Mason University 2012. Cross cultural views: Teacher definitions of ‘International’ practice. Research and Development Examine current practices in international education and determine areas of continued need

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Cross cultural views: Teacher definitions of ‘International’ practice

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  1. Beverly D. Shaklee, Center for International Education bshaklee@gmu.edu George Mason University 2012 Cross cultural views: Teacher definitions of ‘International’ practice

  2. Research and Development • Examine current practices in international education and determine areas of continued need • Conduct research and training for international higher education colleagues in conjunction with domestic and international agencies • Work toward the integration of internationalism in US based schools; and, • Promote equity and social justice throughout the world. • George Mason University Center for International Education

  3. A CIE-CEHD Collaborative Adventure Greek Teacher Professional Development Project 2011

  4. Add the Russian Dimension U.S. - Russia Teacher Professional Development Project

  5. Open to the world IREX: Teacher Excellence Award

  6. Professional Development Model for International Educators (PDMIE, 2010)

  7. Seventy-five high school teachers • 18 countries represented • Identified as teachers of excellence • Involved in extended professional development • Field experience • Content-based mentor teachers • Cross-cultural experiences • Technology integration • Reflective practice • Teacher research Participants

  8. Online surveys Online self-efficacy scale Online Pedagogical Analysis scale Individual and Group Interviews Digital Portfolios Narratives Observations Forms of Data Collection

  9. Semi-Structured Interviews • Definitions of internationalism • Evolution of their definition • Reflections on teacher preparation • Fostering in the classroom • Practices in the classroom • School culture for internationalism • Importance in school culture Qualitative Data

  10. Nationalism first; international second • We consider ourselves the founders of Western civilization; we are the creator of it so there is no reason to travel to the other side of the earth • Not to be afraid of the difference of other countries; always have in mind you may want to or have to live in another country • We want to stay in our country and only if we cannot stay there will we look at other opportunities. It is a nice place to live What did we find?

  11. Acceptance and Respect • We live so close to other countries that acceptance and respect for others is common • I like the feeling I am part of the world, not just my own country • I believe this program has given me insight into internationalism, in terms of how we learn different things, how we learn from each other’s experiences and how we exchange best practices Findings

  12. State Curriculum and Teacher Preparation • Our teacher preparation programs do not address international or global issues • We have some opportunities to travel abroad but it is not required • We do not have to learn a second (third….) language to be a teacher although some are fluent in other languages because they want to access other careers Findings

  13. Intentionality • No I guess we’re not doing that much to foster internationalism, I think we just set the example and expect that students will pick up on that. • I don’t think I have that much to draw on from the K-12 system. The textbooks don’t have much to offer that is international • There are some subjects that are related to internationalism but it is not cross-curricular Findings in Practice

  14. Teaching • We encourage student trips abroad, teacher exchanges where possible • Pen Pal exchanges, student work groups • I’m very lucky because I work in a school that encourages travel abroad and teacher travel with students, it makes all the difference • Our town is very ethnocentric I don’t think they think much beyond their own day to day life Findings in Practice

  15. If they want to be effective teachers they must have global knowledge They must know current issues and global issues and how the they interact They must prepare students to engage in an ever-changing world Teachers must prepare students to be a critical respondent to the diverse nature of the world Findings in PracTice

  16. State/national systems of teacher preparation do not often embrace international or global perspectives Teacher recognize the need to diversify their curricula but often don’t know how Personal perspectives of a teacher has the greatest influence on their willingness to offer international or global perspectives in teaching Implications

  17. In what ways can or do we influence national perspectives? If ‘international’ teachers are hired from national systems without an emphasis on global education how do we help them? How can we share resources or international connections so support teachers interested who teach in national systems? Discussion Ouestions

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