Online Intercultural Dialogue amongst Student Teachers from Seven Countries: A Study of IPC Global Discussions

Autor/inn/en	Margrain, Valerie; Fredholm, Kent; Schultheis, Klaudia
Titel	Online Intercultural Dialogue amongst Student Teachers from Seven Countries: A Study of IPC Global Discussions
Quelle	In: Education and Society, 38 (2020) 1, S.57-72 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-2655
Schlagwörter	Foreign Countries; Global Approach; Computer Mediated Communication; Cultural Awareness; Intercultural Communication; Educational Practices; Values; Cultural Influences; Teacher Education Programs; Preservice Teachers; School Entrance Age; Parent School Relationship; Inclusion; Special Education; School Uniforms; Gender Issues; School Schedules; Educational Technology; Student Attitudes; Career Choice; Student Diversity; Teacher Collaboration; Dining Facilities; Sweden; United States; Spain; Japan; Germany; Bulgaria; Australia + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Computerkonferenz; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Bildungspraxis; Wertbegriff; Cultural influence; Kultureinfluss; Einschulungsalter; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; School uniform; Schulkleidung; Geschlechterfrage; Schulzeiteinteilung; Unterrichtsmedien; Schülerverhalten; Lehrerkooperation; Mensa; Schweden; USA; Spanien; Deutschland; Bulgarien; Australien
Abstract	This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engaged together online to share intercultural perspectives and experiences on a range of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through the process of discussing and documenting diverse cultural and educational practices -- for example the age children start school, the involvement of parents in education, uniforms, daily routines, inclusion, and technology -- student teachers reflected on values, beliefs, traditions and aspirations. Findings relate to intercultural communication and intercultural praxis. Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study is that online engagement provides a sustainable and accessible strategy to enrich interculturality in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01