Between the Familiar and Strange: Understanding Good Teaching in Transnational Education Settings

Autor/inn/en	Riedel, Marian; Moll, Rachel
Titel	Between the Familiar and Strange: Understanding Good Teaching in Transnational Education Settings
Quelle	In: FIRE: Forum for International Research in Education, 5 (2019) 2, S.172-194 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Teaching Methods; Teacher Effectiveness; Preservice Teachers; Student Teaching; International Education; Comparative Education; Theory Practice Relationship; Foreign Countries; Attitude Change; Student Attitudes; Teacher Education Programs; Learning Experience; Western Civilization; Cultural Differences; Familiarity; Best Practices; Asia; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching practice; Unterrichtspraxis; Internationale Erziehung; Vergleichende Erziehungswissenschaft; Theorie-Praxis-Beziehung; Ausland; Attitudinal change; Einstellungsänderung; Schülerverhalten; Lernerfahrung; Kultureller Unterschied; Asien; Kanada
Abstract	Little has been written about "how" or "whether" pre-service teachers construct understandings of good teaching during an international field placement; thus, a need arises to examine these contexts as sites to question, "How do we know what we know?" (Britzman, 2003, p. 58). Based on a qualitative study of six pre-service teachers participating in an international field placement within transnational education school settings -- meaning the academic program and provider, as opposed to the student body, have moved from a home country [i.e., Canada]to a host country [in Asia] (Knight, 2016) -- this article identified that comparative settings problematized understandings of good teaching. Central to these findings is situating understanding "between" what is familiar and that which interrupts understanding (what is strange), and dialogue as the medium by which understanding is made public. To move beyond a theory-into-practice paradigm in initial teacher education, results highlight a need to foster comparative experiences to engender change and challenge status quo narratives of what it means to teach and learn in teacher education. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01