From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should Be Learning

Autor/in	Sjøen, Martin M.
Titel	From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should Be Learning
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 1, S.140-153 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjøen, Martin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1990121
Schlagwörter	Cultural Awareness; Cross Cultural Training; Practicums; Preservice Teacher Education; Preservice Teachers; Study Abroad; Student Mobility; Foreign Countries; Outcomes of Education; Global Approach; Culture Conflict; Socialization; Ideology; World Views; Neoliberalism; Norway; Tanzania + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Interkulturelle Orientierung; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Studies abroad; Auslandsstudium; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Lernleistung; Schulerfolg; Globales Denken; Kulturkonflikt; Socialisation; Sozialisation; Ideologie; World view; Weltanschauung; Neo-liberalism; Neoliberalismus; Norwegen; Tansania
Abstract	This study explores how cross-cultural practicums can facilitate intercultural learning in Norwegian teacher education. The qualitative research reported here studies teacher-training students carrying out a teaching practicum in Tanzania. The findings indicate that there are several positive intercultural outcomes for these students. However, by analysing their narratives discursively, the study also finds that many students overestimate their progress towards intercultural competence. This is particularly the case when the students experience significant "cultural clashes", which tend to result in them expressing stronger stereotypes about the cultural "other". It is argued that this is due to how the students have received largely monocultural socialisation. Consequently, this study calls for greater scrutiny of the ideologies that underpin globalisation. Thus, in an attempt to shift the focus away from globalisation's drive towards cultural competition, this study argues for the need to infuse critical and comprehensive approaches to internationalisation into teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01