Transnational Boundary Learning Experiences for Preservice Teachers

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Teacher Preparation: Humanizing Pedagogies, Literacy Labs, and Transnational Learning in Culturally Responsive Education (Table 9)

Abstract

Transnational teacher education practices including both online international learning and overseas field experiences offer learning potentials as preservice teachers experience discontinuity through personal and professional interactions. In this study, we describe a collaborative transnational teacher education program involving preservice teachers from the United States and Germany. Based on participants’ reflections, individual debriefing meetings, and an intercultural project they completed, we explore the dialogic learning mechanisms preservice teachers from both countries employed to navigate the learning opportunities through the program. Focusing on preservice teachers’ personalized teaching beliefs centering on the teacher (who), the instruction (how), the classroom (where), and the student (whom), we further compared how the exchange experiences provided transnational learning potentials for preservice teachers from the two countries.

Authors

• Ye He, University of North Carolina - Greensboro

• Doris A. Kroiss, University of North Carolina - Greensboro

• Wiebke J. Langer, University of Hamburg

• Judy A. Fowler, University of North Carolina - Greensboro