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dc.contributor.authorSperduti, Vanessa R.
dc.date.accessioned2014-01-07T21:06:42Z
dc.date.available2014-01-07T21:06:42Z
dc.date.issued2014-01-07
dc.identifier.urihttp://hdl.handle.net/10464/5162
dc.description.abstractAcademic exchange programmes provide opportunities for teacher candidates to study at educational institutions abroad wherein they are able to learn more about different cultures, teaching practices, and build cross-cultural relationships. This paper is an exploration into my teacher candidate experience abroad. The relevant research on this topic indicates that teacher certification should take an active role in creating opportunities for teacher candidates to participate in educational experiences abroad because of their benefits. The knowledge that a teacher gains through abroad experiences is one of the strongest factors in helping to build authentic global classrooms. In addition, these programmes allow for fuller understanding of a global context and the chance to understand someone else’s story. This review and synthesis of literature and research findings prepares a foundation for how teacher candidates, and hopefully, how policy makers can work toward creating a more inclusive global classroom for students.en_US
dc.subjectglobal educationen_US
dc.subjectstudy abroaden_US
dc.subjecttransculturationen_US
dc.subjectteacher candidateen_US
dc.titleGlobal Education in the Shifting Classroom: Refocusing the Teacher Lens Through Study Abroaden_US
refterms.dateFOA2021-08-02T01:43:34Z


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