Transnational Learning Experiences and Teacher Transcultural Capacity: The Impact on Professional Practice--A Comparative Study of Three Australian Schools

Autor/in	Casinader, Niranjan
Titel	Transnational Learning Experiences and Teacher Transcultural Capacity: The Impact on Professional Practice--A Comparative Study of Three Australian Schools
Quelle	In: Intercultural Education, 29 (2018) 2, S.258-280 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casinader, Niranjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1430284
Schlagwörter	Comparative Analysis; Foreign Countries; Global Approach; Study Abroad; Student Mobility; Student Exchange Programs; International Educational Exchange; Mixed Methods Research; Individual Development; Faculty Development; Semi Structured Interviews; Research Projects; Learning Experience; Teacher Effectiveness; Multicultural Education; Cultural Awareness; Interpersonal Competence; Secondary School Students; Secondary School Teachers; Australia; Japan; Vietnam; China; Malaysia; Thailand; Laos; Cambodia; Greece; Turkey + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Studies abroad; Auslandsstudium; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schüleraustausch; Internationaler Austausch; Individuelle Entwicklung; Forschungsvorhaben; Lernerfahrung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Multikulturelle Erziehung; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Sekundarschüler; Australien; Kambodscha; Griechenland; Türkei
Abstract	In school education, one of the few visible responses to increasing globalisation of educational practice has been the implementation of short-term experiential overseas student learning programmes. This paper analyses the results of a comparative research project on three Australian schools that offer such learning experiences. It argues that teachers who possess or who are capable of developing a transcultural--as opposed to an intercultural--capacity are more likely to be effective educators on these special programmes, as well as being more receptive to the personal and professional development that derives from participation in them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01