Internationalizing Teacher Education: What Is the Erasmus Exchange Program's Contribution in Turkey?

Autor/inn/en	Gürel, Ezgi; Aslan, Berna
Titel	Internationalizing Teacher Education: What Is the Erasmus Exchange Program's Contribution in Turkey?
Quelle	In: Higher Education Studies, 12 (2022) 1, S.131-154 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Foreign Countries; Teacher Education Programs; Preservice Teachers; Teacher Educators; Cultural Awareness; Social Development; Academic Achievement; Teaching Skills; Program Effectiveness; International Educational Exchange; Student Exchange Programs; Institutional Cooperation; Student Development; Student Attitudes; Interpersonal Competence; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Soziale Entwicklung; Schulleistung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Internationaler Austausch; Schüleraustausch; Institute; Co-operation; Cooperation; Institut; Kooperation; Schülerverhalten; Interpersonale Kompetenz; Türkei
Abstract	This paper analyzes the effects of internationalization seen through the Erasmus program in teacher education programs. The study's importance is that teacher training is generally funded for local environments by state systems; subsequently teacher candidates have less opportunity for global curricula. One of Turkey's most vital tools for internationalization is the Erasmus exchange program. Thus, this study focuses on interviews with teacher candidates having international exchange experience and teacher educators involved as program coordinators in their own education faculties. Twelve participants from different teacher training areas at diverse universities were interviewed. The research findings reveal that students' social and cultural skills developed more than their academic competencies and professional teaching skills. Although the program makes an essential contribution to internationalization on both individual and institutional bases; we reveal that course selection problems, difficulties in academic recognition processes, foreign language problems, and the lack of possibility of taking the practicum course abroad have adverse effects on the process. This research addresses knowledge gaps in internationalization policy as teacher candidates, and teacher educators' voices are not heard in such initiatives. The study suggests that education faculties need solid foundations for internationalization efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01