Intercultural Literacy Dialogue: International Assessment Moderation in Early Childhood Teacher Education

Autor/inn/en	Gilmore, Gwen; Margrain, Valerie; Mellgren, Elisabeth
Titel	Intercultural Literacy Dialogue: International Assessment Moderation in Early Childhood Teacher Education
Quelle	In: Intercultural Education, 31 (2020) 2, S.208-227 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilmore, Gwen) ORCID (Margrain, Valerie) ORCID (Mellgren, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1702293
Schlagwörter	Preschool Teachers; Intercultural Communication; Literacy; Preservice Teacher Education; Teacher Educators; Feedback (Response); Student Attitudes; Cross Cultural Studies; Foreign Countries; Preschool Children; Literacy Education; Educational Practices; Teacher Collaboration; International Education; Global Approach; International Cooperation; College Faculty; Teaching Methods; Evaluation Methods; Dialogs (Language); Australia; New Zealand; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interkulturelle Kommunikation; Alphabetisierung; Schreib- und Lesefähigkeit; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Schülerverhalten; Cultural comparison; Kulturvergleich; Ausland; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Bildungspraxis; Lehrerkooperation; Internationale Erziehung; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Australien; Neuseeland; Schweden
Abstract	This research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from 'high' to 'low' exemplars of ECE students' literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01