Institutional Supports and Barriers for Implementing Global Virtual Exchange: Lessons From Four Teacher Educators

• In Event: Curriculum, Curriculum Theory, and Cultural Issues in Education

Abstract

This article is based upon the research and experiences of four co-authors who implemented Global Virtual Exchange (GVE). Implementing GVE within pre-service teacher training is a complex undertaking requiring collaborative effort among key players, policies, and programs at a university. GVE is a powerful tool for preservice teacher training to increase global and self-awareness of future teachers; thus, it is worth the effort. Using critical reflective practice and autoethnography, we identified the assets and roadblocks at the university, college, and individual levels. Through this paper, we seek to add to the conversation and encourage others to critically examine their settings to determine available supports in undertaking GVE, to develop a realistic understanding of potential challenges, and to explore possible solutions.

Authors

• Michelle D. Cude, James Madison University

• Dana Lewis Haraway, James Madison University

• Shin Ji Kang, James Madison University

• Kristofor Wiley, James Madison University