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August 21, 2014 | 9:02 am
Many teacher educators agree that teachers need intercultural competency skills in order to be effective educators in a 21st century classroom. Individuals and organizations in the teacher preparation space, however, disagree on what that competence looks like in the classroom and how to measure it in educators. Kenneth Cushner speaks and researches extensively on this topic – helping teacher educators understand the importance of interculturally competent teachers and providing guidance on how to measure, nurture, and recognize these skills in educators at all levels.  He is a professor of Education at Kent State University.Cushner notes that teaching for intercultural competence is a multi-faceted, complex process, with challenges unique to teacher preparation. It requires enhancing the intercultural knowledge of teacher educators so they can then transfer that knowledge to their pre-service teachers. Teacher educators must also teach future educators how to transfer intercultural... read more
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April 28, 2014 | 12:33 am
by Robin VitucciInternational benchmarking tests for education have been around since the 1960s. Despite criticisms that the United States has fallen behind in recent years, in truth we have never been top performers. Still, these comparisons have become an increasing part of education reform efforts around the world.  The most comprehensive benchmark comes from the Organization for Economic Cooperation and Development (OECD), an international organization dedicated to global economic development. Since 2000, the OECD has administered the Program for International Student Assessment (PISA) to evaluate worldwide education systems every three years by assessing the competencies of 15-year-olds in math, reading, and science.The United States has seen average performance on these exams when compared with other OECD and partner countries. In 2000, the first year of PISA, the United States ranked 20th in math, 15th in science, and 16th in reading out of 41 countries. On the 2012 exam, the U... read more
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April 10, 2014 | 8:59 am
Discussion QuestionsClick links to participate in the dicussion (requires registration)1.  How have you incorporated global perspectives into your teaching in light of the CCSS?2.  How does the Common Core factor into your internationalization efforts? 
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April 10, 2014 | 8:46 am
Discussion QuestionsClick links to participate in the dicussion (requires registration)1.  What is the intercultural readiness of American educators?2.  How do you measure global competence in your teacher candidates?3.  In the presentation, Dr. Cushner noted, "Intercultural sensitivity is not natural..."  Do you agree or disagree?4.  What activities or readings do you use to develop intercultural competence in your teacher candidates?Visit our Discussion Forum to post additional questions and continue the conversation.GTE would like to thank: Kenneth Cushner, from Kent State University, for his engaging presentationJennifer Manise, from the Longview Foundation, for moderatingAsia Society Partnership for Global Learning for providing the webinar platform
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December 11, 2013 | 1:14 pm
This video highlights the first meeting of deans and faculty from American Association of Colleges of Teacher Education (AACTE) member institutions to discuss forming an internationalization Topical Action Group (TAG) with AACTE. ​
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December 11, 2013 | 12:45 pm
Every year, AACTE requests that all TAGs submit an annual report with their requests for funds for the following year.  A copy of the 2013 Annual Report submitted on behalf of the AACTE Internationalization of Teacher Education Topical Action Group is available at the "Associated Files" link.
Posted by: Caitlin Haugen
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February 28, 2013 | 12:24 pm
Spending time abroad helps teacher educators expand their knowledge of other countries and cultures, as well as build relationships and explore common research interests with colleagues outside the United States. Faculty involved in international initiatives often become committed to them and maintain international connections, which can enrich the education of pre-service teachers. Instructors who travel are more likely to encourage students to do so.The American Association of Colleges for Teacher Education’s (AACTE) Committee on Global Diversity encourages the development of teacher education practices to promote global perspectives.  As part of its membership in the Japan–United States Teacher Education Consortium (JUSTEC), AACTE sponsors an annual seminar that convenes Japanese teacher educators and their counterparts from the United States . This seminar aims to promote understanding and collaborative research on education topics of interest in both countries. JUSTEC seminars... read more
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November 26, 2012 | 12:03 pm
As the flagship of the University system in Maryland, there is a tendency to assume that only big grants and major research projects will help cause new things to happen. In UMD's case, the first grant was just the lever needed to support a major initiative in internationalizing their teacher education programs and to the development of critical infrastructure for realizing widespread internationalization goals. The result is a campus that has evolved into a leader within the state and within the field of internationalization.Location: Small Beginnings Lead to Systemic ChangeThe initial small grant helped launch a cornerstone program that led to establishment of a college-wide infrastructure to initiate and support systemic internationalization efforts.  The creation of the Office of International Initiatives, under the portfolio of the associate dean for teacher education, outreach, and international programs, was a key. Dean Donna Wiseman identified Jim Greenberg - who was already a... read more