Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil

Autor/inn/en	Kopish, Michael; Marques, Welisson
Titel	Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil
Quelle	In: Research in Social Sciences and Technology, 5 (2020) 1, S.45-69 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-6891
Schlagwörter	Global Approach; Citizenship Education; Foreign Countries; Teacher Education Programs; International Educational Exchange; Partnerships in Education; Critical Theory; Competency Based Education; Preservice Teachers; Course Content; Program Effectiveness; Cooperative Learning; Technological Literacy; Intercultural Communication; 21st Century Skills; Story Telling; Videoconferencing; Virtual Classrooms; United States; Brazil + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Internationaler Austausch; Hochschulpartnerschaft; Kritische Theorie; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kursprogramm; Kooperatives Lernen; Technisches Wissen; Interkulturelle Kommunikation; USA; Brasilien
Abstract	With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership's collaborative activities toward the development of pre-service teachers' global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers' development of global competencies and ability to employ emerging technologies for learning and offers implications for practice. (As Provided).
Anmerkungen	Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01