دورية أكاديمية
Love in a 'Glocal' World: Living and Learning to Teach through Study Abroad
| العنوان: | Love in a 'Glocal' World: Living and Learning to Teach through Study Abroad |
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| اللغة: | English |
| المؤلفون: | Fasching-Varner, Kenneth J., Denny, R. Kenton, Stone, Michaela P., Stewart, Lindsay M., Albornoz, Carla F., Mora, Roberto, Olave, Francisco, Yacoman, Macarena, Yang, Amanda, Denny, Margaret Ann |
| المصدر: | Multicultural Perspectives. 2018 20(3):135-147. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Study Abroad, Preservice Teachers, Program Descriptions, Longitudinal Studies, Teaching Methods, Cultural Differences, Service Learning, Professional Development, Culturally Relevant Education, Guidelines, Foreign Countries, Intimacy, Student Attitudes, Educational Experience, Transformative Learning, College Students, College School Cooperation |
| مصطلحات جغرافية: | Chile |
| DOI: | 10.1080/15210960.2018.1480955 |
| تدمد: | 1521-0960 |
| مستخلص: | This article explores how love informed by thinking and feeling within the context of a unique and cutting edge study abroad professional development program in Concepción Chile for preservice teachers might serve as an antidote to the challenges that engaging in culturally relevant pedagogy (CRP) present. The article draws upon rich qualitative data, along with some descriptive statistical information, from a longitudinal study of this program to highlight the potential for a love-informed thinking-feeling pedagogy. Through sharing stakeholder participant data, the authors examine how the experience of being othered, particularly in a study abroad context, may provide an opportunity for preservice teachers to better understand students from diverse backgrounds and may offer lessons while doing this work that might be applied to a variety of contexts. The authors also provide a framework drawing upon the ideas that communication matters, challenging is important, intensive 360-degree processing and support facilitates growth, and service-learning teaches to chart out pathways for educators interested in change beyond study abroad programs. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1199403 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1521-0960 |
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| DOI: | 10.1080/15210960.2018.1480955 |