A Self-Study of an International Faculty Exchange Between Norway and the United States: Deepening Understanding of Critical Multicultural and Multilingual Teacher Education Pedagogy

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Enacting Culturally Sustaining, Relevant, and/or Responsive Pedagogies (Table 39)

Abstract

In this self-study of teacher education practices (S-STEP), two teacher educators, who engaged in an EU-funded faculty exchange between Norway and the United States, examine how it influenced their pedagogy around critical multicultural and multilingual education. The self-study involved three phases: First, the researchers reflected on their own critical multicultural and multilingual practices within the individual contexts of Norway and the U.S. before the exchange. Next, the researchers examined data collected during their faculty exchange. Finally, the researchers map future directions for their evolving teacher educator practices in relation to their teacher candidates and teacher education colleagues. Comparisons are drawn across national contexts and recommendations are made for teacher educators engaged in similar work around the world.

Authors

• Tony Burner, University of South-Eastern Norway

• Christopher C. Martell, University of Massachusetts - Boston