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Internationalization – and History – in the Training of K-12 Teachers

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Abstract:

The presentation will summarize findings and recommendations from a Title VI-funded study of the challenges and prospects for improving international exposure and options in the undergraduate training of prospective elementary and secondary school teachers. The research covered such topics as curriculum requirements, faculty development, advising, foreign language study, and governance issues related to international education. Because history courses are an important part of the training of K-12 teachers, the findings are relevant for those who teach their courses and for those who determine curriculum requirements.

The research data come from more than 400 interviews at 41 institutions (research and comprehensive universities and liberal arts colleges) across the United States and with current teachers, producing a daunting amount of information for an “exploratory” study. More than a third of the interviews were in Arts and Sciences, where prospective teachers actually take most of their courses (notwithstanding a perception that they are in “Education” programs). From the data on curriculum and course requirements we see that most teachers are required to have at least one and probably more history courses, indicating that history faculty are important players in the teacher training field, whether or not they think of themselves in those terms. The research findings point to mostly modest adjustments that could and should be made – university-wide, in Education, and in Arts and Sciences – to prepare prospective teachers for their work in an increasingly interconnected world. The teachers-in-training will, after all, also be preparing future students of history.

The recommendations that are most relevant for historians include suggestions about course revisions, overall curriculum for the declared teacher-in-training, advising, foreign language instruction, and the role of general education. Indeed, many of the research findings and recommendations can be relevant to undergraduate programs in other professional fields as well – and to Arts and Sciences majors themselves.
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Association:
Name: American Historical Association
URL:
http://www.historians.org


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URL: http://citation.allacademic.com/meta/p122041_index.html
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MLA Citation:

Schneider, Ann. "Internationalization – and History – in the Training of K-12 Teachers" Paper presented at the annual meeting of the American Historical Association, Hilton Atlanta, Atlanta Marriott, and Hyatt Regency, Atlanta, GA, Jan 04, 2007 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p122041_index.html>

APA Citation:

Schneider, A. I. , 2007-01-04 "Internationalization – and History – in the Training of K-12 Teachers" Paper presented at the annual meeting of the American Historical Association, Hilton Atlanta, Atlanta Marriott, and Hyatt Regency, Atlanta, GA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p122041_index.html

Publication Type: Poster
Abstract: The presentation will summarize findings and recommendations from a Title VI-funded study of the challenges and prospects for improving international exposure and options in the undergraduate training of prospective elementary and secondary school teachers. The research covered such topics as curriculum requirements, faculty development, advising, foreign language study, and governance issues related to international education. Because history courses are an important part of the training of K-12 teachers, the findings are relevant for those who teach their courses and for those who determine curriculum requirements.

The research data come from more than 400 interviews at 41 institutions (research and comprehensive universities and liberal arts colleges) across the United States and with current teachers, producing a daunting amount of information for an “exploratory” study. More than a third of the interviews were in Arts and Sciences, where prospective teachers actually take most of their courses (notwithstanding a perception that they are in “Education” programs). From the data on curriculum and course requirements we see that most teachers are required to have at least one and probably more history courses, indicating that history faculty are important players in the teacher training field, whether or not they think of themselves in those terms. The research findings point to mostly modest adjustments that could and should be made – university-wide, in Education, and in Arts and Sciences – to prepare prospective teachers for their work in an increasingly interconnected world. The teachers-in-training will, after all, also be preparing future students of history.

The recommendations that are most relevant for historians include suggestions about course revisions, overall curriculum for the declared teacher-in-training, advising, foreign language instruction, and the role of general education. Indeed, many of the research findings and recommendations can be relevant to undergraduate programs in other professional fields as well – and to Arts and Sciences majors themselves.

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