Nurturing global consciousness through internationalization
The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' ex...
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Oslo and Akershus University College of Applied Sciences
2019-12-01
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Online Access: | https://journals.hioa.no/index.php/nordiccie/article/view/3491 |
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doaj-41de6802b625483897d70855284b08862020-11-25T01:17:05ZengOslo and Akershus University College of Applied SciencesNordic Journal of Comparative and International Education2535-40512019-12-013410.7577/njcie.3491Nurturing global consciousness through internationalizationMette Birgitte Helleve0Oslo Metropolitan University The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-representation. The two concepts intersubjectivity and attunement will provide a meaningful contribution to the definition of global consciousness. Secondly, I argue that internationalization, as a three-month-long practice abroad in itself, is not sufficient to nurture global consciousness. Thirdly, I describe a pedagogical approach to nurture teacher students’ global consciousness through a set of five different tasks. The research question for this article is: How can initial teacher education contribute to nurturing student teachers’ global consciousness through mentoring and practice abroad? Methodologically the study is grounded in a phenomenological tradition. In the analysis of the material, I have focused on the students' experiences concentrated toward the concept of global consciousness and the sub-areas mentioned above. https://journals.hioa.no/index.php/nordiccie/article/view/3491internationalization in teacher education; global consciousness; attunement; inter-subjectivity. |
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DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Mette Birgitte Helleve |
spellingShingle |
Mette Birgitte Helleve Nurturing global consciousness through internationalization Nordic Journal of Comparative and International Education internationalization in teacher education; global consciousness; attunement; inter-subjectivity. |
author_facet |
Mette Birgitte Helleve |
author_sort |
Mette Birgitte Helleve |
title |
Nurturing global consciousness through internationalization |
title_short |
Nurturing global consciousness through internationalization |
title_full |
Nurturing global consciousness through internationalization |
title_fullStr |
Nurturing global consciousness through internationalization |
title_full_unstemmed |
Nurturing global consciousness through internationalization |
title_sort |
nurturing global consciousness through internationalization |
publisher |
Oslo and Akershus University College of Applied Sciences |
series |
Nordic Journal of Comparative and International Education |
issn |
2535-4051 |
publishDate |
2019-12-01 |
description |
The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-representation. The two concepts intersubjectivity and attunement will provide a meaningful contribution to the definition of global consciousness. Secondly, I argue that internationalization, as a three-month-long practice abroad in itself, is not sufficient to nurture global consciousness. Thirdly, I describe a pedagogical approach to nurture teacher students’ global consciousness through a set of five different tasks. The research question for this article is: How can initial teacher education contribute to nurturing student teachers’ global consciousness through mentoring and practice abroad? Methodologically the study is grounded in a phenomenological tradition. In the analysis of the material, I have focused on the students' experiences concentrated toward the concept of global consciousness and the sub-areas mentioned above.
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topic |
internationalization in teacher education; global consciousness; attunement; inter-subjectivity. |
url |
https://journals.hioa.no/index.php/nordiccie/article/view/3491 |
work_keys_str_mv |
AT mettebirgittehelleve nurturingglobalconsciousnessthroughinternationalization |
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