INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY
DOI:
https://doi.org/10.17770/sie2020vol1.4986Keywords:
internationalization, teacher education, intercultural competence, modules on international activitiesAbstract
The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.
Downloads
References
Altbach, P.G., Teichler, U. (2001). Internationalization and Exchanges in a Globalized University. Journal of Studies in International Education, 5/1, 5-25
Cheng, Y.C. (2000). A CMI-Triplization Paradigm for Reforming Education in the New Millennium. International Journal of Educational Management, 14(4), 156-174
Coyle, D. (2009). Promoting Cultural Diversity through Intercultural Understanding: A Case Study of CLIL Teacher Professional Development at In-service and Pre-service Levels. In M. L. Carrió-Pastor (Ed.), Content and Language Integrated Learning: Cultural Diversity (Vol. 92, pp. 105–124). Frankfurt am Main: Peter Lang.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Guri-Rosenblit, S. (2015). Internationalization of Higher Education: Navigating Between Contrasting Trends. The European Higher Education Area, 13-26.
Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010). Language Use and Language Learning in CLIL Classrooms. John Benjamins Publishing.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development (Vol. 82). Englewood Cliffs, NJ: Prentice Hall.
Kolb, D.A., Boyatzis, R.E., & Mainemelis, C. (2001). Experiential Learning Theory: Previous Research and New Directions. The Educational Psychology Theories, 227-247. Retrieved from https://www.d.umn.edu/~kgilbert /educ5165-731/Readings/experiential-learning-theory.pdf
Lin, A.M.Y. (2016). Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and Practice. Springer.
Lopukhova, Y. & Makeeva, E. (2018). Teaching entrepreneurship through a CLIL approach in Russian technical universities. Society, integration, education. Proceedings of the International Scientific Conference. Volume I, Higher Education, 328-341. DOI: http://dx.doi.org/10.17770/sie2018vol1.3189
Lopukhova, Y. & Suchkov, D. (2016). Aspects of preparation and evaluation of international master thesis in the programme “Entrepreneurs for Tomorrow” in the framework of Tempus project. In New strategies of learning activities assessment: International Conference Proceedings (pp. 242-252). Samara, SGASU.
Makeeva, E. & Spaubeck, J. M. (2016). International master thesis: structure and content requirements in the framework of the programme “Entrepreneurs for Tomorrow” (Tempus IV Project). New strategies of learning activities assessment: International Conference Proceedings, 222-229.
Marsh, D., Mehisto, P., Wolff, D., & Frigols Martín, M. J. (2010). European Framework for CLIL Teacher Education. European Center of Modern Language.
McIntyre-Bhatty, T. (2019). Continuous Development of Teaching Competences. Thematic Peer Group Report. EUA: Learning and Teaching paper (Brussels, EUA).
McLaughlin, B. & Pitcock, S. (2009). Building Quality in Summer Learning Programs: Approaches and Recommendations. National Summer Learning Association. Retrieved from https://www.wallacefoundation.org/knowledge -center/Documents/Building-Quality-in-Summer-Learning-Programs.pdf
Melekhina, E. & Kazachikhina, I. (2016). Teacher-Retraining Course Design Renewal. Sino-US English Teaching, 13, 2, 150-161.
Nazarova, I. (2017). University summer school: the technology of organization and learning. Higher Education in Russia, No 8-9, 57-63.
O’Hara, S. (2009). Vital and Overlooked: The Role of Faculty in Internationalizing U.S. Campuses. In Meeting America’s Global Education Challenge (pp. 38-45). Issue 6. New York: Institute for International Education.
Teacher Preparation for the Global Age: An Imperative for Change. (2008). Longview Foundation for Education in World Affairs and International Understanding, Inc. Silver Spring, MD 20910. Retrieved from https://longviewfdn.org/index.php/download_file/force/10/
Wächter, B. (1999). Internationalisation in Higher Education – A Paper and Seven Essays on International Cooperation in the Tertiary Sector. Ed. Bernd Wächter. Bonn: Lemmens Verlags&Mediengesellschaft.
