Journal Press India®

Preparing Global Minded Teachers for Us American Classrooms through International Cross-Cultural Field Experiences

Vol 12 , Issue 2 , July - December 2011 | Pages: 33-44 | Research Paper  

https://doi.org/10.51768/dbr.v12i2.122201117


Author Details ( * ) denotes Corresponding author

1. * Suniti Sharma, Assistant Professor, Teaching, Learning and Innovation, University of Texas, Grownsville, Texas, United States
2. Genevieve N. Aglazor, Doctoral Student, Curriculum & Instruction, Purudue University, Indiana, United States
3. Erik Malewski, Associate Professor, Curriculum & Instruction, Purudue University, Indiana, United States
4. Joann Phillion, Professor, Curriculum & Instruction, Purudue University, Indiana, United States

Along with the call for globalization of teacher education across the United States of America, there is a growing emphasis for developing curricula aimed at preparing global minded teachers capable of working with diverse student groups. Keeping this in mind, this article discusses how teacher education programs in the U.S. have introduced international cross-cultural field experiences for future teachers, in-service teachers, and teacher educators. The article begins with a brief review of existing literature on study abroad in teacher education, provides a description of an evolving model for a study abroad program to Honduras developed by two faculty members at Purdue University, and reports on findings from four research studies on the effects of international cross-cultural field experiences on preservice teachers who participated in the Honduras study abroad program. The article concludes by calling on universities around the world to globalize teacher education programs through collaborative study abroad programs.

Keywords

Global Education, Cross-Cultural Field Experiences, Honduras Study.

  1. Asher, N. (2007), Made in the (Multicultural) U.S.A.: Unpacking Tensions of Race, Culture, Gender, and Sexuality in Ed. Nina Asher Educational Researcher, Vol. 36 No. 2, pp.65-73, Published by: American Educational Research Association.
  2. Banks, J. (2001), Citizenship Education and Diversity: Implications for Teacher Education, Journal of Teacher Education, Vol. 52, No. 5, pp.5-16.
  3. Banks, J.A. and McGee, C.A. (2009), Multicultural Education: Issues and Perspectives, New York: John Wiley and Sons. Banks, J.A. (2007a), Educating Citizens in a Multicultural Society, New York: Teachers College Press.
  4. Banks, J.A. (2007b), Diversity and Citizenship Education: Global perspectives, San Francisco, CA: Jossey-Bass.
  5. Bigelow, B. and Peterson, B. (2002), Rethinking Globalization: Teaching for Justice in an Unjust World, Milwaukee, Wisconsin: Rethinking Schools Ltd.
  6. Brown, S.C. and Kysilka, M.L. (2002), Multicultural and Global Concepts in the Classroom and Beyond, Boston: Allyn & Bacon.
  7. Cochran-Smith, M. and Zeichner, K.M. (2005), Executive summary: The Report of the AERA Panel on Research and Teacher Education, In Cochran-Smith and Zeichner, K.M. (Eds), Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education, pp.1-36, Washington, D.C. and Mahwah, N.J.: American Educational Research Education and Lawrence Erlbaum Associates.
  8. Cochran-Smith, M. (2000), Blind Vision: Unlearning Racism in Teacher Education, Harvard Educational Review, Vol. 70, No. 2, pp.157-190.
  9. Cushner, K. (2009), The Role of Study Abroad in the Preparation of Globally Responsible Teachers, In L. Ross (Ed), Study Abroad and the Making of Global Citizens: Higher Education and the Quest for Global Citizenship, Routledge, pp.151-169.
  10. Cushner, K. (2007), The Role of Experience in the Making of Internationally-Minded Teachers, Teacher Education Quarterly, Vol. 34, No. 1, pp.27-39.
  11. Cushner, K. and Brennan, S. (Eds.) (2007), Intercultural Student Teaching: A Bridge to Global Competence, Lanham, MD: Rowman and Littlefield Education.
  12. Cushner, K. and Mahon, J. (2002), Overseas Student Teaching: Affecting Personal, Professional, and Global Competencies in an Age of Globalization, Journal of Studies in International Education, Vol. 6, No. 1, pp.44-58.
  13. Cushner, K. and Mahon, J. (2009), Developing the Intercultural Competence of Educators and Their Students: Creating the Blueprints, In Deardorff, D. (Ed.) Handbook of Intercultural Development, Thousand Oaks, CA: Sage Publications, pp.304-320.
  14. Dantas, M.L. (2007), Building Teacher Competency to Work with Diverse Learners in the Context of International Education, Teacher Education Quarterly, Vol. 34, No. 1, pp.75-94.
  15. Garii, B. (2009), Interpreting the Unfamiliar Career International Teaching Experience and the Creation of Professional the Self, Journal of Curriculum Theorizing, Vol. 25, No. 3, pp.84-103.
  16. Gay, G. (2000), Culturally Responsive Teaching: Theory, Research, and Practice, New York: Teachers College Press. 
  17. Ladson-Billings, G. (2007), Culturally Responsive Teaching: Theory and Practice, In Banks, J.A. and Banks, C.A.M. (Eds.) pp.221-245, Hoboken, NJ: John Wiley and Sons, Multicultural Education: Issues and Perspectives (6th Ed.)
  18. Mahon, J. and Cushner, K. (2002), The overseas Student Teaching Experience: Creating Optimal Cultural Learning, Multicultural Perspectives, Vol. 4, No. 3, pp.9-30.
  19. Malewski, E. and Phillion, J. (2009), International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers, Teaching and Teacher Education, Vol. 25, pp.52-60.
  20. Malewski, E., Sharma, S., and Phillion, J. (Under Review, 2011), How International Field Experiences Promote Cross- Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-year Collective Case Study, Submitted to Teachers College Record.
  21. McCabe, L.T. (2001), Globalization and Internationalization: The Impact on Education Abroad Programs, Journal of Studies in International Education, Vol. 5, No.3, pp.138-145.
  22. Merryfield, M.M. (1995), Institutionalizing Cross-Cultural Experiences and International Expertise in Teacher Education: The Development and Potential of a Global Education PDS Network, Journal of Teacher Education, Vol. 46, pp.19-27.
  23. Merryfield, M.M. (2002), The Difference a Global Educator Can Make, Educational Leadership, Vol. 60, No. 2, pp.18-21.
  24. Merryfield, M.M. (2000), Why Aren't Teachers Being Prepared to Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators, Teaching and Teacher Education, Vol. 16 pp.429-443.
  25. NCATE (2008), Professional Standards for the Accreditation of Schools and Colleges and Departments of Education, Washington, DC: National Council for Accreditation of Teacher Education, Retrieved on February 16, 2009 from: http:// www.ncate.org/standard/unit_stdns_ch2_ch2.htm#stnd4.
  26. Nieto, S., and Bode, P. (2008), Affirming Diversity: The Sociopolitical Context of Multicultural Education (5th ed.), Boston: Allyn & Bacon.
  27. Pence P.M. and Macgillivray, I.K. (2008), The Impact of an International Field Experience on Preserves Teachers, Teaching and Teacher Education, Vol. 24, pp.14-25.
  28. Phillion, J., Malewski, E., Sharma, S., and Wang, Y. (2008), Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers, Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XVIII, pp.323-339.
  29. Phillion, J., Malewski, E., Sharma, S., and Wang, Y. (2009), Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers, Frontiers: The Interdisciplinary Journal of study Abroad, Vol. 18(Fall), pp.323-338.
  30. Quezada, R.L. (2005), “Beyond Educational Tourism”: Lessons Learned While Students Teaching Abroad, International Educational Journal, Vol. 5, No. 4, pp.458-465.
  31. Roberts, A. (2007), Global Dimensions of Schooling: Implications for Internationalizing Teacher Education, Teacher Education Quarterly, Vol. 34, No. 1, pp.9-26.
  32. Schlein, C. (2006), The Curriculum and cultural Identity Transformation, In Pang, N.S.K. (Eds), Globalization: Education Research, Change, and Reform, pp.249-270, Sha Tin, New Territories, Hong Kong: The Chinese University of Hong Kong.
  33. Sharma, S. (2009), From the Red-Dot-Woman to Jet-Set Mangoes and All the Hyphens in-between: Studying Abroad and Discovering Myself, Journal of Curriculum Studies, Vol. 25, No. 3, pp.119-136.
  34. Sleeter, C. (2008), An Invitation to Support Diverse Students Through Teacher Education, Journal of Teacher Education, Vol. 59, No. 3, pp.212-219.
  35. Stachowski, L.L. and Brantmeier, E.J. (2002), Understanding Self Through the Other, Changes in Student Teacher Perception of Home Culture from Immersion in Navajoland and Overseas, International Educational, Vol. 32, No. 1, pp.5-18.
  36. Stachowski, L.L. and Sparks, T. (2007), Thirty Years and 2000 Student Teachers Later: An Overseas Student Teaching Project that is Popular, Successful, and Replicable, Teacher Education Quarterly, Vol. 34, No. 1, pp.115-132.
  37. Stachowski, L.L., Richardson, J.W., and Henderson, M. (2003), Student Teachers Report on the Influence of Cultural Values on their Classroom Practice and Community Involvement: Perspectives from Navajo Reservation and Abroad, The Teacher Educator, Vol. 39, No. 1, pp.52-63.
  38. Stachowski, L.L., Visconti, V.A., and Dimmett, D.L. (2000), US Student Teachers on Overseas Youth Culture: Observations, Reflections, and Implications for Teaching Practice, International Education, Vol. 30, No. 1, pp.5-16.
  39. Stachowski, L.L. and Visconti, V.A. (1998), Service Learning in Overseas Nations: US Student Teachers Give, Grow, and Gain Outside the Classroom, Journal of Teacher Education, Vol. 49, No. 3, pp.212-219.
  40. Wang, Y., Malewski, E., Phillion, J., and Sharma, S. (2010), Rethinking Poverty, Inequality and Social Injustice: Enhancing Preservice Teachers’Awareness and Perceptions through Study Abroad, Social Justice, Equity and Teacher Education, Vol. 14, No. 2, pp.17-24.
  41. Willard-Holt, C. (2001), The Impact of Short-term International Experience for Preservice Teachers, Teaching and Teacher Education, Vol. 17, No. 4, pp.505-517.
  42. Wiggins, S.R.A., Follo, E.J., and Eberly, M.B. (2007), The Impact of a Field Immersion Program on Preservice Teachers’ Attitudes Toward Teaching in Culturally Diverse Classrooms, Teaching and Teacher Education, Vol. 23, No. 5, pp.653-663.
Abstract Views: 7
PDF Views: 250

Advanced Search

News/Events

Institute of Managem...

Deccan Education Society Institute of Management Development and Re...

S.B. Patil Institute...

Pimpri Chinchwad Education Trust's S.B. Patil Institute of Mana...

D. Y. Patil IMCAM, A...

D. Y. Patil Institute of Master of Computer Applications & Managem...

Vignana Jyothi Insti...

Vignana Jyothi Institute of Management International Conference on ...

Department of Commer...

Department of Commerce, Faculty of Commerce & Business, University...

Birla Institute of M...

Birla Institute of Management Technology (BIMTECH) 3rd Pritam Singh M...

OP Jindal University...

OP Jindal University, India 4th International Conference on  ...

Department of MBA, N...

Department of MBA, Narayana Engineering College Nellore International...

Vignana Jyothi Insti...

Vignana Jyothi Institute of Management Conference Proceedings,...

Online Proceedings R...

Conference Proceedings, March 2023 ISBN: 978-81-956810-6-8 ...

By continuing to use this website, you consent to the use of cookies in accordance with our Cookie Policy.