Preservice Teacher Development through Transnational Reflective Practices: A Bildung- Oriented Approach

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: International Relations Committee Virtual Poster Session

Abstract

Transnational teacher education practices provide both affirming and contradicting experiential learning opportunities for preservice teachers to negotiate and refine their values for education. This study describes a collaborative transnational teacher education program between the United States and Germany and focuses on the experiences of U.S. preservice teachers during an international exchange. This study explores how pre-service teachers affirm, contradict, and expand their values for education through participants’ written reflections and shared dialogues. Findings illustrate how a Bildung-oriented approach can be applied in transnational teacher education programs to support the articulation and expansion of preservice teachers’ values for education via reflective practices.

Authors

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

• Wiebke J. Langer, University of Hamburg

• Ye He, University of North Carolina - Greensboro