Shaping Global Teacher Identity in a Short-Term Mobility Programme

Autor/inn/en	Tangen, Donna; Henderson, Deborah; Alford, Jennifer; Hepple, Erika; Alwi, Amyzar; Abu Hassan Shaari, Zaira; Alwi, Aliza
Titel	Shaping Global Teacher Identity in a Short-Term Mobility Programme
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1119803
Schlagwörter	Preservice Teachers; Experiential Learning; Cultural Awareness; Foreign Countries; Self Concept; Professional Identity; Student Diversity; Student Needs; Classroom Techniques; Culturally Relevant Education; Student Attitudes; Study Abroad; Reflection; Australia; Malaysia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Ausland; Selbstkonzept; Klassenführung; Schülerverhalten; Studies abroad; Auslandsstudium; Australien
Abstract	This article explores the shaping of Australian and Malaysian pre-service teachers' possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers' possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners' needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01