An International Education Perspective Study of Teachers in the Central United States

Autor/inn/en	Merz, Sydney A.; Fox, Rebecca K.
Titel	An International Education Perspective Study of Teachers in the Central United States
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 4, S.551-569 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1194310
Schlagwörter	International Education; Teacher Attitudes; Elementary Secondary Education; Rural Areas; Geographic Regions; Global Approach; Faculty Development; Teacher Surveys; Likert Scales; Teaching Methods; Qualitative Research; Semi Structured Interviews; Statistical Analysis; Knowledge Level; Program Implementation; Educational Practices; Study Abroad; Barriers; Multicultural Education; Cultural Pluralism + Suchen Sie Ihr Suchwort? Internationale Erziehung; Lehrerverhalten; Rural area; Ländlicher Raum; Globales Denken; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Wissensbasis; Bildungspraxis; Studies abroad; Auslandsstudium; Multikulturelle Erziehung; Kulturpluralismus
Abstract	The study explored nursery through secondary teachers' perceptions of international education in their teaching practices. All teachers lived in a rural area of the central US. Data were drawn from a web-based survey comprised of 28 questions addressing international education; interview data provided further understanding of one teacher's efforts toward internationalising curriculum in her classroom. Findings indicated that the teachers in this area of the US hold varying understandings of international education; despite their limited understanding of international education within the classroom context, teachers were eager for tools and strategies to internationalise their curricula and teaching practices. Results call for professional development to broaden teachers' perspectives of international education and to explore advanced instructional approaches that incorporate global perspectives, and the role of language and culture in teaching. Last, we propose a model in which international education can be actualised within a formal educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01