出版社:International Assembly of the National Council of the Social Studies
摘要:This paper describes a mixed-methods investigation into whether an asynchronous, virtual collaboration with Japanese peers helped pre-service social studies teachers in the US demonstrate civic competence as it relates to international and global education. After the collaboration, most students described themselves as better-prepared world citizens; however, analysis of pre- and post-intervention surveys revealed only one statistically significant U-test result concerning participants’ pedagogical thinking. This investigation suggests education programs can better prepare novice teachers to think and act globally by providing international telecollaborative experiences and explicitly emphasizing classroom instruction (practice) informed by civic competence as it relates to international and global education (theory).
其他摘要:This paper describes a mixed-methods investigation into whether an asynchronous, virtual collaboration with Japanese peers helped pre-service social studies teachers in the US demonstrate civic competence as it relates to international and global education. After the collaboration, most students described themselves as better-prepared world citizens; however, analysis of pre- and post-intervention surveys revealed only one statistically significant U-test result concerning participants’ pedagogical thinking. This investigation suggests education programs can better prepare novice teachers to think and act globally by providing international telecollaborative experiences and explicitly emphasizing classroom instruction (practice) informed by civic competence as it relates to international and global education (theory).
关键词:international education; global education; social studies; civic competence
其他关键词:International Education; Global Education; Social Studies; Civic Competence