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Internationalizing Teacher Education in the United States
Beverly D. Shaklee (Ed.)
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Description for Internationalizing Teacher Education in the United States
Hardback. Editor(s): Shaklee, Beverly D.; Baily, Supriya. Num Pages: 268 pages. BIC Classification: JNFR; JNKH; JNM. Category: (P) Professional & Vocational. Dimension: 235 x 161 x 23. Weight in Grams: 562.
As countries become increasingly interdependent, student populations in the United States are becoming more culturally diverse. These students’ transnational perspectives present significant challenges to teachers, but a disconnect exists between the skills teachers need and those provided to them by colleges of education. As teacher preparation programs continue to cater to historic models of diversity, the programs show a glaring lack of recognition for the recent changes in school and community populations. Internationalizing Teacher Education in the United States examines the impact of globalization on teacher education in the United States, explains the current barriers to teacher education becoming more internationally minded, and presents possible solutions for teacher education programs to consider. Other books address the multi-national challenges faced by American education in the 21st century, but this book takes it one step further, offering teacher educators practical and theoretical explorations of their vital role in the education of contemporary student populations in the United States.
Product Details
Publisher
Rowman & Littlefield
Format
Hardback
Publication date
2012
Condition
New
Weight
561g
Number of Pages
268
Place of Publication
Lanham, MD, United States
ISBN
9781442212480
SKU
V9781442212480
Shipping Time
Usually ships in 15 to 20 working days
Ref
99-15
About Beverly D. Shaklee (Ed.)
Beverly D. Shaklee is professor and director of the Center for International Education, College of Education and Human Development, at George Mason University. She serves as member of the Board of Trustees for the Alliance for International Education. Her areas of research and scholarship include international teacher education, peace education for teachers and international mindedness in U.S. teachers. Supriya Baily is assistant professor at George Mason University, where she works with practicing teachers in the Initiatives in Educational Transformation Master’s Program. Her research interests address issues of power and nonformal education among rural women, the challenges facing secondary education in India, and the role of internationalism in teacher preparation.
Reviews for Internationalizing Teacher Education in the United States
This collection of chapters from a range of those involved in the theory and practice of teacher education is both welcome and timely. The impact of internationalization on the modalities of professional development for teachers in the USA is explored from a range of standpoints by an authoritative group of contributors, ably crafted by the co-editors. It will be of interest to a much wider community of practitioners and researchers than those of North America, for the issues that are raised are those which are of concern and importance on a global scale.
J. J. Thompson, University of Bath The authors lay a coherent and focused argument for convincing teacher educators of the merits of internationalization.
Jane Applegate, University of South Florida As our world becomes increasingly interdependent, there is a growing need for education systems to prepare young people for life in a world of greater intercultural awareness and interaction. Shaklee and Baily's welcome book, with its contributions from a range of experienced researchers and teacher educators, addresses the crucial issue of how teachers may be prepared for the central role they have to play in the internationalising of education, and makes a valuable contribution to the current debate which should be welcomed by teachers, teacher educators and researchers alike.
Mary Hayden, University of Bath; director of the Centre for the Study of Education in an International Context One of the most difficult aspects of internationalizing teacher education in the U.S. is to maintain a focus on domestic settings – especially urban schools and students. This book admirably addresses that often-overlooked issue by providing repeated guidance for teacher educators. The alignment between international and domestic is stressed in a variety of ways – through a comparison of international and multicultural education, a focus on cultural competence and linguistic awareness, making connections with international families, and balancing internationalization and standardization. The text also presents invaluable models and ideas in related areas: students with interrupted schooling, preparation of STEM teachers, and the use of technology, among others. Further, it does not only rely on a U.S.- centric focus, but offers global perspectives on the internationalizing of teacher education. This is an excellent volume that is both informative and enjoyable to read. It will be welcomed by the teacher education community, and will enjoy a long life among students, practitioners, researchers and policymakers.
Jack Levy, University of Massachusetts Boston
J. J. Thompson, University of Bath The authors lay a coherent and focused argument for convincing teacher educators of the merits of internationalization.
Jane Applegate, University of South Florida As our world becomes increasingly interdependent, there is a growing need for education systems to prepare young people for life in a world of greater intercultural awareness and interaction. Shaklee and Baily's welcome book, with its contributions from a range of experienced researchers and teacher educators, addresses the crucial issue of how teachers may be prepared for the central role they have to play in the internationalising of education, and makes a valuable contribution to the current debate which should be welcomed by teachers, teacher educators and researchers alike.
Mary Hayden, University of Bath; director of the Centre for the Study of Education in an International Context One of the most difficult aspects of internationalizing teacher education in the U.S. is to maintain a focus on domestic settings – especially urban schools and students. This book admirably addresses that often-overlooked issue by providing repeated guidance for teacher educators. The alignment between international and domestic is stressed in a variety of ways – through a comparison of international and multicultural education, a focus on cultural competence and linguistic awareness, making connections with international families, and balancing internationalization and standardization. The text also presents invaluable models and ideas in related areas: students with interrupted schooling, preparation of STEM teachers, and the use of technology, among others. Further, it does not only rely on a U.S.- centric focus, but offers global perspectives on the internationalizing of teacher education. This is an excellent volume that is both informative and enjoyable to read. It will be welcomed by the teacher education community, and will enjoy a long life among students, practitioners, researchers and policymakers.
Jack Levy, University of Massachusetts Boston