Making International Experiences Accessible to In-Service Teachers through East Meets West Program

Autor/inn/en	An, Shuhua; Wu, Zhonghe
Titel	Making International Experiences Accessible to In-Service Teachers through East Meets West Program
Quelle	In: Journal of Urban Learning, Teaching, and Research, 11 (2015), S.99-116 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Inservice Teacher Education; International Education; Mathematics Instruction; Global Approach; Immersion Programs; Mathematics Teachers; Foreign Countries; Program Effectiveness; Learning Experience; Urban Teaching; Elementary School Students; Graduate Students; Urban Schools; Mixed Methods Research; Teacher Surveys; Graduate Surveys; Case Studies; California; China + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Internationale Erziehung; Mathematics lessons; Mathematikunterricht; Globales Denken; Immersionsprogramm; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Lernerfahrung; Urban education; Stadtteilbezogenes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Kalifornien
Abstract	The goal of this study was to examine the impact of the integration of global experiences on in-service teachers' international perspectives in mathematics classroom teaching through offering a graduate course "Global Perspectives in Mathematics Teaching" in the form of the East Meets West Program. This program engages teachers in an interactive faceto-face learning process in a dual language immersion setting. The opportunity of learning effective teaching strategies from Chinese top-ranked mathematics teachers and applying these strategies in teaching mathematics by working with a group of Chinese and US children in the East Meets West Program has benefited classroom teachers in various ways. The results of the study show that observing Chinese teachers' mathematics lessons, doing the case study on student learning, and observing and discussing the US colleagues' mathematics lessons highly have benefited them as classroom teachers. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01