Supporting Cross-Cultural Competence and Global-Mindedness in Pre-Service Teacher Education
Notice bibliographique
Résumé
By stepping beyond the ?comfortable and familiar, ? pre-service teachers enrolled in a Bachelor of Education program at a university in Western Canada travel to an international host country destination to engage with diverse cultures, traditions, and practices and to volunteer teach. This ?Teaching Across Borders? program option provides interested students the opportunity to deeply engage with and experience a culture vastly different from their own, in support of a deepened cross-cultural understanding and an enhanced global-mindedness, while earning a professional teacher designation credential. In support of providing a pedagogically informed and robust cross-cultural experience, a literature review and synthesis of current, scholarly debates was taken up, focusing on the impact and influence of travel abroad initiatives when international travel study constitutes a component of coursework for adult learners enrolled in university education programs. Asserting that international travel and study abroad programs have the potential to advance cross-cultural competencies and cultural sensitivities of learners, Hammer and Bennett (2002) referred to the beneficial effects on knowledge, skills, and attitudes when participating students engage with cultures of difference in support of exploring and critically reflecting on tightly held notions, beliefs, and assumptions that inform their philosophy and future practice as developing professionals. Adding to the discourse, Button, Green, Tengnah, Johansson, and Baker (2005) contended that ?differences in placement programmes, such as duration, preparation and debriefing were found to have affected the reported overall international placement experience? (p. 315) of participants. Kehl and Morris (2007-2008) further elaborated and argued that the level of global-mindedness achieved and experienced may be directly related to and impacted by the duration of study abroad initiatives. From another perspective, cross-cultural border crossing initiatives, however well intentioned, run the risk of becoming a ?cultural invasion? and, therefore, educators, program administrators, and participating students must consider ethical questions around the reciprocity of the relationship (Lutterman-Aguilar & Gingerich, 2002). Reciprocity refers to a give and take, an inhale and exhale of sorts, to being open and present, to offering up, and to receiving what is being given to and to what is being offered by others. Questions that informed this critical exploration of the literature included: What constitutes a meaningful cross-cultural experience for learners enrolled in university programs? What factors, program elements, and experiences deepen and expand learners? cultural sensitivity and global-mindedness?
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».