Enhancing Pre-Service Teachers' Global Competencies Through Interdisciplinary Study Abroad

Oguro, S; Harbon, L

Enhancing Pre-Service Teachers' Global Competencies Through Interdisciplinary Study Abroad

Oguro, S

Harbon, L

Permalink

Publisher:: IGI Global
Publication Type:: Chapter
Citation:: Interdisciplinary Approaches Toward Enhancing Teacher Education, 2021, pp. 20-32
Issue Date:: 2021-01-01

Closed Access

	Filename	Description	Size
	Enhancing-Pre-Service-Teachers'-Global-Competencies-Through-Interdisciplinary-Study-Abroad.pdf	Published version	644.21 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Oguro, S https://orcid.org/0000-0002-5951-7712
dc.contributor.author	Harbon, L https://orcid.org/0000-0002-7873-400X
dc.date.accessioned	2022-01-27T18:52:31Z
dc.date.available	2022-01-27T18:52:31Z
dc.date.issued	2021-01-01
dc.identifier.citation	Interdisciplinary Approaches Toward Enhancing Teacher Education, 2021, pp. 20-32
dc.identifier.uri	http://hdl.handle.net/10453/153665
dc.description.abstract	<jats:p>A continuing challenge in teacher education is how to develop future teachers' global competencies to prepare them for the diversity of learners in school classrooms. This chapter investigates an undergraduate teacher education degree program which aims to enhance future teachers' intercultural engagement and global competence within an interdisciplinary curriculum incorporating an international experience. The researchers explored the level of pre-service teachers' engagement with their host society during a study abroad year through analysis of students' written assessment tasks. Findings indicates that the program encouraged the pre-service teachers' engagement with the local society through opportunities for students to explore complex social issues beyond the university context, potentially contributing to their global competence development. The chapter will be of interest for researchers and educators interested in exploring the value of alternative and interdisciplinary approaches to pre-service teacher education to prepare teachers for diversity of modern schools. </jats:p>
dc.language	en
dc.publisher	IGI Global
dc.relation.ispartof	Interdisciplinary Approaches Toward Enhancing Teacher Education
dc.relation.isbasedon	10.4018/978-1-7998-4697-0.ch002
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Enhancing Pre-Service Teachers' Global Competencies Through Interdisciplinary Study Abroad
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
dc.date.updated	2022-01-27T18:52:29Z
pubs.publication-status	Published

Abstract:

A continuing challenge in teacher education is how to develop future teachers' global competencies to prepare them for the diversity of learners in school classrooms. This chapter investigates an undergraduate teacher education degree program which aims to enhance future teachers' intercultural engagement and global competence within an interdisciplinary curriculum incorporating an international experience. The researchers explored the level of pre-service teachers' engagement with their host society during a study abroad year through analysis of students' written assessment tasks. Findings indicates that the program encouraged the pre-service teachers' engagement with the local society through opportunities for students to explore complex social issues beyond the university context, potentially contributing to their global competence development. The chapter will be of interest for researchers and educators interested in exploring the value of alternative and interdisciplinary approaches to pre-service teacher education to prepare teachers for diversity of modern schools.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/153665