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Asia Society

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February 28, 2013 | 12:32 pm
Faculty development in colleges of education is a necessary step to develop a culture within the college that is supportive of  internationalization efforts.  In an article in The Chronicle of Higher Education, Madeline Green stresses “I tell presidents, if they have any money at all for internationalization, faculty development is the place to put it."  Professional development is available at the national level.  NAFSA:  The Association of International Educators offers a Colloquium on Internationalizing Teacher Education as part of its annual conference and faculty conversation webinars that provide faculty and deans with resources and support for their internationalization efforts.  Under the leadership of Betty Soppelsa, Deputy Executive Director for Conference Planning at NAFSA, these efforts bring together leaders in the field of internationalization of teacher preparation to share ideas, network, and develop partnerships in the US and abroad.Some universities offer... read more
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February 28, 2013 | 11:41 am
Going Global, the Asia Society’s handbook to help schools internationalize their programs, outlines key concepts to guide integration of global perspectives into visual and performing arts classes. Teachers can use arts classes to:introduce the history and culture of the world’s regions;honor the cultures students bring to school;examine the functions of art in society; andbuild connections with artists and cultural institutions. Visual and performing arts methods courses can help prospective teachers incorporate these concepts in their teaching by learning about the variety of artistic expression of cultures around the world.Museums and cultural performances in the community can provide resources to bring global perspectives to the classroom. Many now extend their reach by making their resources available online. At Indiana University’s Department of Art Education, Associate Professor Elizabeth Vallance incorporates the university’s art museum in her teaching, instructing students on... read more
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February 28, 2013 | 10:09 am
Educators often treat mathematics as an inherently global subject because of its quanititative and emperical nature, and they teach it with that assumption. In fact, educators in different coutries and cultures approach mathematical processes very differently, and students learn math concepts using a variety of different approaches. Students can experience the world in mathematics classes, despite the common misconception that global perspectives need not be incoporated into the teaching of mathematics. For example, students can use international data sets for problem solving, or art and architectural designs from various cultures in the study of geometry. As with science, students can learn about the worldwide origins of mathematics and the contributions of many cultures to the development of the modern field. The Mathematics, Science, and Technology Department at Columbia Teachers College offers the course “Teaching Mathematics in Diverse Cultures,” which examines mathematics... read more
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February 18, 2013 | 7:11 am
Teacher education programs are greatly enhanced and more relevant for today’s world when international and global dimensions are included in programming and curricular design and implementation. The definitions of an internationalized teacher education program can vary, but several basic ideas are advanced in research and literature. Jane Knight defines internationalization of university general education curriculum as "the process of integrating an international, intercultural or global dimensions into the purpose, functions or delivery of post-secondary education."  This definition, whether applied to university-wide curriculum or specifically to teacher education, emphasizes the importance of "integration." Internationalization of teacher education is not an add-on, a frill, or an extra, according to a NAFSA report.  It is not a priority, competing against other educational outcomes.  It is integral to the fabric of a program and produces teachers who are globally competent and who... read more
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November 26, 2012 | 12:29 pm
Courses that focus on specific content areas provide the most direct avenue for helping future teachers learn how to integrate knowledge of the world into their teaching. All subjects, not just social studies and languages, can be taught with the world in mind. Learning to do this well, to go beyond “food, flags, and festivals,” takes time, reflection, and guidance. It requires support for teacher candidates to deepen their knowledge of global issues, world regions, and cultures, and to learn new pedagogical practices they may not have experienced as students.Collaboration among faculty in education and arts and sciences can be particularly beneficial for revising instructional methods classes. Teacher educators for instructional methods courses can guide future teachers’ pedagogical practices so they can help their own students understand and engage with the world in meaningful ways. These practices include:Seeking accurate information from a variety of sources, especially primary... read more