Preparing Globally Competent Teacher Candidates Through CrossCultural Experiential Learning
This manuscript presents findings and implications from a case study of one global educator's attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global Citizenship Education served as the framing paradigm for the course and human experiences of...
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2016-11-01
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| Series: | Journal of Social Studies Education Research |
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| Online Access: | https://www.jsser.org/index.php/jsser/article/view/172 |
| Summary: | This manuscript presents findings and implications from a case study of one global educator's
attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global
Citizenship Education served as the framing paradigm for the course and human experiences of immigrants
and refugees served as the milieu for teacher candidates to learn critical inquiry. Teacher candidates also
participated in several cross-cultural experiential learning opportunities designed to facilitate the
development of global competencies (Longview, 2008) in teacher candidates. Students' reflective journals
were analyzed to determine the personal significance of different learning experiences and the extent to which
teacher candidates’ perceptions of immigrants and refugees changed as a result of the course content and
activities. The findings demonstrate the potential of critical inquiry and cross-cultural experiential learning
as transformative teaching practices to develop globally competent teachers. |
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| ISSN: | 1309-9108 |