Promoting Intercultural Reflexivity and Learning in Virtual International Learning Environments – Theoretical Suggestions and Didactical Implications
The implementation of virtual international courses in teacher education is often associated with the claim to promote students' intercultural learning. Based on a closer examination of the constructs of "culture" and "(inter)cultural learning", this article argues that virtual international courses do not automatically lead to intercultural learning and reflectivity. Based on a theoretical analysis, didactic implications are presented that can promote intercultural learning in the context of virtual international courses.
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weitere Infos
Brück-Hübner, Annika (2024). Promoting Intercultural Reflexivity and Learning in Virtual International Learning Environments - Theoretical Suggestions and Didactical Implications. In Annika Brück-Hübner, Ulrike Beate Müller & Anja Seifert (Hg.), Internationalization of Teacher Education in Higher Education: Theories, Concepts and Practical Approaches of Virtual, Blended and Physical Mobility (S. 57-66). Bielefeld: wbv Publikation. https://doi.org/10.3278/I77352W005
Bibliografische Angaben
- Reihe: Blickpunkt Hochschuldidaktik
- Band: 142
- Auflage: 1
- Erscheinungsdatum: 16.08.2024
- Umfang: 10 Seiten
- Artikelnr: I77352W005
- ISBN (Print): 9783763977345
- ISBN E-Book (PDF): 9783763977352
- DOI (E-Book-Teilbeitrag): 10.3278/I77352W005
- Imprint: wbv Publikation
- Sprache: Deutsch
- Lizenzhinweis: