Seal of Good Local Governance (SGLG) 2024Final.pptx
Internationalization of Teacher Education at George Mason University
1.
2. Caitlin Haugen
Global Teacher Education
George Mason University
American University
Global Education for Teachers
Collaborative
October 5, 2013
3. FOUR TRENDS MOVING US TO A MORE
GLOBALIZED SOCIETY
1. Economic
2. Science and technology
3. Security
4. Changing demographics
Source: Stewart, V. (2007). Becoming
Citizens of the World. Educational
Leadership, 7 (64) p. 8-14.
4. OUR GRADUATES NEED TO BE ABLE TO…
• Sell to the world.
• Buy from the world.
• Work for international companies.
• Manage employees from other cultures
and countries.
• Collaborate with people all over the world
in joint ventures.
• Tackle global problems, such as AIDS,
avian flu, pollution, and disaster recovery.
Source: Stewart, V. (2007). Becoming
Citizens of the World. Educational
Leadership, 7 (64) p. 8-14.
7. CONCEPTUALIZING “INTERNATIONALIZATION”
I N T E R N A T I O N A L I Z A T I O N
I S N O T …
• “Lone” faculty
• “Token” global
course(s)
• Single experiences
• Multicultural
education
• Done in isolation
• Focus on
knowledge
I N T E R N A T I O N A L I Z A T I O
N I S …
• Entire CoE – mission,
strategic plan
• Infused throughout
curriculum
• Students to deans
• Maximizes
partnerships
• Goal of developing
internationally minded
educators expected to
apply that knowledge
to their teaching
Sources:
Cordeiro, P. (2004). International Learning as Liberal Education: A Call for Internationalizing Teacher
Education. A paper presented at the International Council on Education for Teacing (ICET). Hong Kong.
Olmedo, I. & Harbon, L. (2010). Broadening our sights: Internationalizing teacher education for a global
arena. Teaching Education, 1 (21) 75-88.
Shaklee, B. D. & Baily, S. (2012). Introduction: A Framework for Internationalizing Teacher Preparation. In
Internationalizing Teacher Education in the United States, S. D. Shaklee and S. Baily (eds), p. 1 – 11.
8.
9.
10. ABOUT: MISSION
A B O U T M I S S I O N
To ensure that U.S. teachers
are properly trained to
prepare our young people to
cope and thrive in a
globally-connected world.
By partnering with colleges
of education and
professional bodies in the
education and teacher
preparation spaces, GTE will
support the
internationalization of
teacher preparation
programs by connecting
professionals, as well as
advancing and
disseminating research and
best practices.
Online community
to support
internationalization
of colleges of
education,
especially teacher
preparation
programs.
11. “DISSEMINATING RESEARCH
AND BEST PRACTICES.”
Theoretical lenses
Global competence
Internationalization
Examines how
international
dimension is infused
into teaching,
learning, and
research.
Practice: Six case
studies
S T R A T E G I E S A N D
M E T H O D S
Overarching themes
What are others doing?
How can I do this?
Faculty and staff
Methods courses
Student experiences
Systemic change
T H E O R Y A N D
P R A C T I C E
12. Miami University (Ohio)
“Leaders Matter”
Align with strategic plan
Faculty incentives
Appalachian State University
“Entrepreneurial Approach”
Internationalize coursework
Student teaching abroad
Global/local partnerships
Michigan State University
“Campus Culture”
Student requirement
Faculty culture
Global Educators Cohort
University of Maryland
“Location, Leadership, Liaising”
Small beginnings
GATE Fellows
Colloquia/Policy Summit
UNC Charlotte
“Partnering to Bolster Experiences”
Emphasize global experiences
Partnerships
Enrich Experiences
Resource Sharing
Indiana University
“Tradition, Culture, Leadership”
Campus wide foundation
Funding priority
Global Gateway for Teachers
WHAT WE HAVE LEARNED…NO “ONE SIZE”
13.
14.
15. AVENUES TAKEN…
P A S T / P R E S E N T
Others
ACE/CIGE
AACTE
NAFSA (LinkedIn)
CADREI
COEs, Scholars
GTE
Site, advisory
committees
What else?
F U T U R E
Others
ATE
CIES
GTE
Steering committee
New content
Fellowship
Community
What do we need?
16. RESEARCH TRENDS
• Models for measuring global competence
• Conceptualizations of global competence
• Effects on teachers
• Impact
• Retention
• Classroom practice
• Evidence
• Pre-service to in-service
• Classroom practices
17.
18. ELEMENTS OF INTERNATIONALIZATION
• Conceptualization
• Acquire Global Content
• Cross-Cultural Experiences
• Pedagogy for Global
Perspectives
Source: Merryfield, M. M. (1997). A Framework for
Teacher Education in Global Perspectives. In
Preparing Teachers to Teach Global Perspectives: A
Handbook for Teacher Educators, M. M.Merryfield, E.
Jarchow & S. Pickert (eds) p. 1 – 24.
19.
20. RESOURCES FOR GLOBALIZING COURSEWORK
GTE’s Instructional Methods section
NAFSA’s Resource Page
• Colloquium on Internationalizing Teacher
Education
• Merry Merryfield’s presentation from the 2010
colloquium (handout included).
Teacher Education Goes Global
Preparing Teachers to Teach Global Perspectives
(book)
Teacher Preparation for a Global Age
Asia Society’s Education resources
21. REFERENCES
Cordeiro, P. (2004). International Learning as Liberal Education: A Call for
Internationalizing Teacher Education. A paper presented at the
International Council on Education for Teacing (ICET).
Merryfield, M. M. (1997). A Framework for Teacher Education in Global
Perspectives. In Preparing Teachers to Teach Global Perspectives: A
Handbook for Teacher Educators, M. M.Merryfield, E. Jarchow & S.
Pickert (eds) p. 1 – 24.
Olmedo, I. & Harbon, L. (2010). Broadening our sights: Internationalizing
teacher education for a global arena. Teaching Education, 1 (21) 75-88.
Shaklee, B. D. & Baily, S. (2012). Introduction: A Framework for
Internationalizing Teacher Preparation. In Internationalizing Teacher
Education in the United States, S. D. Shaklee and S. Baily (eds), p. 1 –
11.
Stewart, V. (2007). Becoming Citizens of the World. Educational
Leadership, 7 (64) p. 8-14.
We are well aware of the statistics on how diverse our country is becoming…Economic: opening economies in places like China, India, Russia; 1 in 5 jobs tied to international trade; US companies growing to international marketsScience and technology: people do more work globally, connected through technology; research going internationalSecurity: solving problems = international cooperation, domestic issues become international, Changing demographics: accelerated migration, students need knowledge of the world to interact with these students.
World Savvy, National Geographic Roper Poll, ACTFL, National Foreign Language Center…Not learning the languages, skills, geography, to do these things.
NOT defining global competence – look to our website.
History – TPGA
Examine and dissect the mission to see what we are doing up to this point and where we are going.We have plans for much more!
This is more of the static elements, background information we offer on the site.Show left navigation if possible.
Conceptualization: Outline a conceptual framework Acquire Global Content: What teachers need to know to teach global perspectives; what courses should they take; how they will they gain global contentCross-Cultural Experiences: Need more than knowledge, need experience.These experiences often have three goalsEssential to help future educators effectively teach K-12 students of diverse backgrounds.Helps build bridges between students’ lives and the wider world.More likely to use and appreciate cross-cultural experiential education if they themselves have experienced it.Pedagogy for Global Perspectives: how to model global pedagogy to teachers learn a global perspective