Global Perspective Development as Sustained Micromovements over Time: Examining an International Student-Teaching Experience Five Years Later.

Autor/in	Mathews, Sarah A
Titel	Global Perspective Development as Sustained Micromovements over Time: Examining an International Student-Teaching Experience Five Years Later.
Quelle	In: Action in teacher education, (2017) 4, S.397Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1336129
Schlagwörter	International student-teaching; Global perspective; Cosmopolitan citizenship; Global education
Abstract	Colleges and universities incorporate international, student-teaching programs as a way to help prepare globally minded prospective teachers. This article adds to this conversation, offering insight from a multicase study analysis of three educators conducted 5 years after their experience student teaching in Kenya, East Africa. The researcher focused on evidence that related to holistic global perspective, informed by theories of cosmopolitan citizenship. Three cases are highlighted to compare the data that were gathered when the preservice teachers participated in a critical ethnography conducted between 2007 and 2008 with interview data collected 5 years later. This follow-up study demonstrated the participants' perceptions of their student-teaching abroad experience over time. Two themes emerged when analyzing the data across cases: (1) extended post-travel reflection strengthens participants' intrapersonal awareness, (2) individuals felt a desire to become cultural conduits "with responsibility" once returning to the United States. Finally, participants demonstrated a respect for humanity, justice, and cultural pluralism, one premise of moral cosmopolitanism. However, they did not show evidence they were willing to engage students in the second premise, democratic deliberation and moral reasoning.
Erfasst von	OLC
Update	2021/4/12