Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F21%3A00125449" target="_blank" >RIV/00216224:14410/21:00125449 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cuni.cz/pedagogika/article/view/2042" target="_blank" >https://ojs.cuni.cz/pedagogika/article/view/2042</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education

Popis výsledku v původním jazyce

Aims – This article analyses the reflections of a range of student teachers on their international experiences for their impact on the students’ personality, comfort, and effectiveness in diverse environments. We will describe the process of identity formation during the time that student teachers are exposed to such environments. We see international experience and raising awareness of diversity as a personal and social developmental part of their professional preparation. Th is may be seen as contributing to the transformation of the school climate towards inclusive and culturally responsive education. Methods – The main research question was how the internationalisation of education enhances student teachers’ cultural sensitivity to diversity. Th e qualitative investigation focuses on aspects of the international experience of student teachers concerning teaching practice. Ten semi-structured interviews with student teachers who have had international experience provided the data. Findings – Experiencing different socio-cultural environments, we found, impacts on the construction of multiple/hybrid identities and engenders empathy for diversity. The implications for inclusive practice were identified, including refl ective teaching strategies, the development of culturally sensitive attitudes, and awareness of others’ perspectives and cultural habits. Conclusion – A positive benefit for student teachers from grasping and understanding diversity in such an environment is the enhancement of the effectiveness of teaching. The internationalisation of the curriculum expands the student teachers’ responsiveness.

Název v anglickém jazyce

Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education

Popis výsledku anglicky

Aims – This article analyses the reflections of a range of student teachers on their international experiences for their impact on the students’ personality, comfort, and effectiveness in diverse environments. We will describe the process of identity formation during the time that student teachers are exposed to such environments. We see international experience and raising awareness of diversity as a personal and social developmental part of their professional preparation. Th is may be seen as contributing to the transformation of the school climate towards inclusive and culturally responsive education. Methods – The main research question was how the internationalisation of education enhances student teachers’ cultural sensitivity to diversity. Th e qualitative investigation focuses on aspects of the international experience of student teachers concerning teaching practice. Ten semi-structured interviews with student teachers who have had international experience provided the data. Findings – Experiencing different socio-cultural environments, we found, impacts on the construction of multiple/hybrid identities and engenders empathy for diversity. The implications for inclusive practice were identified, including refl ective teaching strategies, the development of culturally sensitive attitudes, and awareness of others’ perspectives and cultural habits. Conclusion – A positive benefit for student teachers from grasping and understanding diversity in such an environment is the enhancement of the effectiveness of teaching. The internationalisation of the curriculum expands the student teachers’ responsiveness.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

2336-2189

Svazek periodika

4

Číslo periodika v rámci svazku

71

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

553-570

Kód UT WoS článku

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EID výsledku v databázi Scopus

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