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Steps Toward Internationalizing Teacher Education
Unformatted Document Text:  AACTE Proposal for the 58 th Annual Meeting and Exhibits January 29-February 1, 2006 Manchester Grand Hyatt San Diego, CA Theme: Creating New Visions for Teacher Education Strand: III: Looking to Internationalization A Roundtable Presentation: Steps toward Internationalizing Teacher Education Section I: ContentStatement of the Issue: There are many factors that make the internationalization of teacher education an important topic as teacher educators create “new Visions” for preparing teachers for the 21 st century. Classrooms in the United States have changed significantly in the last fifty years. Factors of these changes were highlighted in the recent AACTE Member Bulletin e-mailed June3, 2005, under the section, “The Students are Coming, The Students are Coming.” The following changes in demographics of students in the United States were noted: During the 1950s approximately 80 percent of children entering school were non-Hispanic whites. By comparison, in 2003, 60 percent were white, 18 percent Hispanic, 16 percent Black, and four percent Asian (B20). These racial demographics are only one aspect of the changes in USA classrooms. In addition, these classrooms are increasingly filled with English Language Learners as the number of immigrant children continues to be another major contributor to the population of schools. World events from 9-11, the tsunami disaster, environmental concerns such as global warming, economic interdependence, and advances in science and technology indicate that no corner of the world can operate in isolation, including teacher education. Therefore, teacher educators must find ways to assist pre-service teachers to teach in an increasingly global environment. While curriculum on campus needs to highlight international issues and cultures, additional opportunities can be beneficial in developing educators with an international perspective. Study abroad experiences are opportunities for educators to enhance their own understanding as they explore of educational practices in other countries, consider international issues while studying in another culture, and compare and contrast ideas from other perspectives. Study abroad experiences provide knowledge that affects students both cognitively and affectively. Partial Literature Review: In addition to familiarizing themselves with their own cultural heritages, pre-service teachers and graduate students need to develop sensitivity to the cultural heritages of others and to develop a world view. While there are many ways to encourage others to engage in activities that help them gain this understanding, one way is to participate in another culture. Research conducted on internationalizing teacher education indicates that working in another setting can be very beneficial (Schneider, 2003; Faulconer, 2003). Lewis

Authors: Bruning, Merribeth., Rohn, Charles., Butt, Mahmood. and Osborne, Nick.
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background image
AACTE
Proposal for the 58
th
Annual Meeting and Exhibits
January 29-February 1, 2006
Manchester Grand Hyatt
San Diego, CA
Theme: Creating New Visions for Teacher Education
Strand: III: Looking to Internationalization
A Roundtable Presentation: Steps toward Internationalizing Teacher Education
Section I: Content
Statement of the Issue: There are many factors that make the internationalization of teacher
education an important topic as teacher educators create “new Visions” for preparing teachers
for the 21
st
century. Classrooms in the United States have changed significantly in the last fifty
years. Factors of these changes were highlighted in the recent AACTE Member Bulletin e-
mailed June3, 2005, under the section, “The Students are Coming, The Students are Coming.”
The following changes in demographics of students in the United States were noted:
During the 1950s approximately 80 percent of children entering school were non-
Hispanic whites. By comparison, in 2003, 60 percent were white, 18 percent Hispanic,
16 percent Black, and four percent Asian (B20).
These racial demographics are only one aspect of the changes in USA classrooms. In addition,
these classrooms are increasingly filled with English Language Learners as the number of
immigrant children continues to be another major contributor to the population of schools.
World events from 9-11, the tsunami disaster, environmental concerns such as global
warming, economic interdependence, and advances in science and technology indicate that
no corner of the world can operate in isolation, including teacher education. Therefore,
teacher educators must find ways to assist pre-service teachers to teach in an increasingly
global environment. While curriculum on campus needs to highlight international issues and
cultures, additional opportunities can be beneficial in developing educators with an
international perspective. Study abroad experiences are opportunities for educators to
enhance their own understanding as they explore of educational practices in other countries,
consider international issues while studying in another culture, and compare and contrast
ideas from other perspectives. Study abroad experiences provide knowledge that affects
students both cognitively and affectively.
Partial Literature Review: In addition to familiarizing themselves with their own cultural
heritages, pre-service teachers and graduate students need to develop sensitivity to the cultural
heritages of others and to develop a world view. While there are many ways to encourage
others to engage in activities that help them gain this understanding, one way is to participate
in another culture. Research conducted on internationalizing teacher education indicates that
working in another setting can be very beneficial (Schneider, 2003; Faulconer, 2003). Lewis


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