Teacher Education – Thinking Globally and Learning Internationally
Using a form of qualitative inquiry called educational connoisseurship and criticism (Eisner, 1991; Urmacher, Moroye, & Flinders, 2017), this short article examines the planning, implementation, and outcomes of an international seminar on inclusive teaching. It begins with a short theoretical outline followed by an overview of the seminar, including descriptions of the intended purposes, planned educational goals, and the general organization and activities of the seminar. Then, the meaning and significance of what the German and American pre-service teachers experienced in the seminar
are interpreted. The article concludes with an appraisal of the obtained outcomes and challenges encountered during the international collaboration, evaluating possibilities for improving future cooperative endeavors, such as making assignments more flexible and thus transferable to other departments.
are interpreted. The article concludes with an appraisal of the obtained outcomes and challenges encountered during the international collaboration, evaluating possibilities for improving future cooperative endeavors, such as making assignments more flexible and thus transferable to other departments.
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weitere Infos
Sauer, Lisa, Castner, Daniel & Pfrang, Agnes (2024). Teacher Education - Thinking Globally and Learning Internationally. 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. 159-164). Bielefeld: wbv Publikation. https://doi.org/10.3278/I77352W015
Bibliografische Angaben
- Reihe: Blickpunkt Hochschuldidaktik
- Band: 142
- Auflage: 1
- Erscheinungsdatum: 16.08.2024
- Umfang: 6 Seiten
- Artikelnr: I77352W015
- ISBN (Print): 9783763977345
- ISBN E-Book (PDF): 9783763977352
- DOI (E-Book-Teilbeitrag): 10.3278/I77352W015
- Imprint: wbv Publikation
- Sprache: Deutsch
- Lizenzhinweis: