Teacher Education for the Global Age
The Imperative for Change
Betsy Devlin-Foltz, Executive Director
[email protected]
LONGVIEW FOUNDATION
for Education in World Affairs and International Understanding, Inc.
The Goal: Globally Competent
Students
Knowledge of and curiosity about world
history, geography, culture, environmental and
economic systems, & current global issues
Language and cross-cultural skills to
communicate effectively with people from other
countries, understand multiple perspectives, &
use primary sources from around the globe
Commitment to ethical & responsible
citizenship of their own communities & the
world
The Challenge: Teachers Need Global
Expertise
Knowledge of the international dimensions of
their subject matter & a range of global issues
Pedagogical skills to help students analyze
primary sources from around the world,
appreciate multiple points of view, recognize &
address stereotyping
Commitment to assisting students become
responsible citizens of the world & their own
communities
The Context
•Many states are working to change policies and
practices to promote global knowledge and skills
•Increasing numbers of internationally themed
schools
•Higher education internationalizing
The Context
To Leave No Teacher Behind: Building International
Competence into the Undergraduate Training of K-12
Teachers
Ann Imlah Schneider
•Global knowledge and skills are not systematically
integrated into teacher education programs
•Nearly 100% of current teachers supported globally
oriented general education requirements for per-service
teachers
•Practicing teachers expressed regret that they had not
studied a language during their preparation
Teacher Preparation for the Global Age
The Imperative for Change
•February 2008 meeting of
deans, faculty,
international education
professionals
•A scan of what is being
done to internationalize
teacher education
•Identify promising
practices
•Recommendations for the
field
Promising Practices
Create a Globally Oriented Education Culture
•Leadership
•Plan--integrate global knowledge and skills into
all program areas
•Recruit teachers and teacher educators with
international interests
•Engage faculty, including advisors
•Reward global expertise
•Assess impact of innovations
Promising Practices
Deepen Global Content Knowledge
•Globally focused general education program
•Collaborations: Schools of Education, Title VI
Centers, Colleges of Arts and Sciences
•Partner with globally oriented non-profits,
community & cultural organizations
Promising Practices
Internationalize Professional Education
•Social Foundations of Education
•Child Development
•Teaching English Learners
•Instructional Methods Courses or Workshops in
all subject areas
•Technology in Education
Promising Practices
Embed Education for Global Expertise into
Teaching Practice
•Create professional learning communities
•Provide coaching and mentoring by master
teachers and teacher educators
•Internships, student teaching, professional visits
to internationally-themed schools and classrooms
Promising Practices
Promote International Experiences Abroad…
•Provide study, service learning, student
teaching abroad opportunities for pre-service
teachers
•Encourage international research for teachers
and teacher educators
•Use international benchmarking; share best
practices
Promising Practices
…Promote International Experiences
Abroad
•Provide significant pre-departure orientation
•Expect and support in-depth engagement with
host community
•Connect the experience to teaching practice
Promising Practices
Promote “international experiences” at home
•Create structured activities with international
students
•Engage visiting faculty and other international
visitors
•Promote service learning or other field
experiences with organizations serving
immigrant communities in the US
Promising Practices
Offer international experiences online
•Use Internet based primary sources from other
countries
•Develop virtual field experiences
•Create distance-learning courses open to
students and teachers from around the world
Promising Practices
Strengthen Programs for World Language
Teachers
Update pedagogy to focus on:
•Oral proficiency
•Cultural competence
•Use of technology
•Early language
•Language immersion
Promising Practices
Strengthen Programs for World Language
Teachers
Increase the number of world language
teachers, especially in less-commonly taught
languages by:
•Training more native and heritage language
speakers
•Offering flexible scheduling, online courses,
credit for international credentials
Challenge to All Stakeholders
•Teachers
•Principals and superintendents
•Higher education
•State and local education entities
•National accrediting agencies
•Professional associations of teachers and
education leaders
•Public and private funders
Teacher Preparation for the Global Age: The
Imperative for Change
www.longviewfdn.org
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