What Is It All for?: The Intentions and Priorities for Study Abroad in Canadian Teacher Education

Autor/inn/en	Ingersoll, Marcea; Sears, Alan; Hirschkorn, Mark; Kawtharani-Chami, Lamia; Landine, Jeff
Titel	What Is It All for?: The Intentions and Priorities for Study Abroad in Canadian Teacher Education
Quelle	In: Global Education Review, 6 (2019) 3, S.30-48 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Study Abroad; Teacher Education Programs; Preservice Teachers; Individual Development; 21st Century Skills; Student Mobility; Educational Experience; Citizenship; Global Approach; Employment Potential; Professional Development; Cultural Awareness; Cultural Differences; Outcomes of Education; Foreign Countries; Intention; Educational Objectives; Practicums; Program Descriptions; Canada; China; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Individuelle Entwicklung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungserfahrung; Staatsbürgerschaft; Globales Denken; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Lernleistung; Schulerfolg; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Practicum; Praktikum; Praktika; Kanada
Abstract	Within the research literature and in public discourse on higher education, attention has focused on the need for new graduates to develop 21st century skills for success in an increasingly globalized world. Calls for institutions of higher education to support student mobility abound, with intentions that some have categorized as neoliberal and others ascribe to notions of global citizenship. In this paper, we bring together literature from the fields of internationalization, teacher education, and study abroad to provide a conceptual framing and response to an inquiry into the following research question: In what ways does a study abroad experience support the development of preservice teachers? Through a multi-phase, multiple-perspective case study approach, we draw on qualitative interview data to illuminate how faculties of education and their students conceptualize the role of study abroad in the development of preservice teachers. The intentions for these programs cluster under four themes: global citizenship, personal growth, professional development, and employability. The concept of structured encounters with difference emerges out of these themes as a conceptual frame for future study abroad initiatives. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01