North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership

Autor/inn/en	Thomas-Ruzic, Maria; Prudencio, Fatima Encinas
Titel	North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 3, S.382-392 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Cooperative Learning; Partnerships in Education; Foreign Countries; Teachers; College Faculty; Higher Education; Intercultural Programs; International Cooperation; International Educational Exchange; Teacher Exchange Programs; Teacher Education; Student Mobility; Faculty Mobility; Comparative Education; Teacher Student Relationship; Colorado; Mexico + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Hochschulpartnerschaft; Ausland; Lehrer; Lehrerin; Lehrende; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Lehrerausbildung; Lehrerbildung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Vergleichende Erziehungswissenschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Mexiko
Abstract	This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01