Developing a global perspective in teacher education ppt2

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  • 1. Dr. Vivian M. Covington
    Dr. Carolyn C. Ledford
    East Carolina University
    Developing a Global Perspective in Teacher Education
  • 2.
    • A public research one university with over 28,000 students
    • 3. Began as a teacher preparation college and continues to have a strong focus on teacher education
    East Carolina University
  • 4.
    • ECU’s Teacher Education programs have produced a higher number of employees in NC schools that any other institution.
    • 5. College of Education is striving to address national and state accreditation standards on diversity, infusion of international topics/themes.
    ECU Facts
  • 6.
    • 2009-2010 school year
    • 7. Almost 22,342 students in Pitt County Schools
    • 8. Top 3 languages spoken
    • 9. Spanish, Arabic, and Japanese
    Public Schools in Pitt County
  • 10. English Language Learner in Pitt County Schools by Native Language Based on October 1, 2010 Headcount
    ELLs by Native Language
  • 11.
    • Urgency is added by the fact that as the teacher population remains relatively white and middle class, the student population in our state continues to change rapidly.
    • 12. RevisionedTeacherEducation
    • 13. SACS – ECU Global Goal
    • 14. NCATE Standard 4
    • 15. NCSDPI – 21st Century Schools and Students
    • 16. New NC Teacher Rubric Standards 2 and 4
    • 17. New Scholl leaders Rubric Standards 3 and 4
    Impetus for Change
  • 18.
    • Study of cultures
    • 19. International issues
    • 20. Responsible citizenship in our interdependent world
    • 21. Effective cross-cultural communication (NC and the World, September, 2006)
    In order to attain a world view, teachers must include…
  • 22.
    • Multiple perspectives
    • 23. Comprehension and appreciation of cultures
    • 24. Knowledge of global issues
    • 25. The world as interrelated systems(Alger, 1986; Anderson, 1994; Merryfield, 1997; Tye, 1999)
    Congruent Elements found in various conceptualizations include:
  • 26. ECU’s multi-prong approach to infusing international education into teacher preparation focuses on…
    • Academic advising
    • 27. Curriculum development
    • 28. Collaborative partnerships
    • 29. Study abroad
    • 30. Professional development
    • System of academic advising centers throughout the university
    • 31. Students are acquainted with study abroad options and benefits during freshman orientation.
    Academic Advising
  • 32.
    • University of North Carolina board of governors’ long range plan 2004-2009
    • 33. Goal 5-Internationalization- Promote an international perspective throughout the University community to prepare citizens to become leaders in a multi-ethnic and global society.
    Curriculum Development
  • 34.
    • The north Carolina state board of education adopted five goals to address Future ready students for the 21st century schools:
    • 35. Two of the goals directly address the need to internationalize teacher education programs to prepare education professions who are competent and comfortable teaching these skills.
    Curriculum Development
  • 36.
    • Goal 1: Nc public schools will produce globally competitive students.
    • 37. Goal 2: nc public schools will be led by 21st century professionals.
    North Carolina’s Future Ready Students for the 21st Century
  • 38.
    • Curriculum modules on global understanding
    • 39. NC Teaching Fellows pilot
    • 40. World newspapers (global issues)
    • 41. Arts and Sciences faculty
    • 42. curriculum revision efforts
    • 43. New EDUC 3002 Course – fall 2010, required core course
    • 44. Global classroom courses
    Curriculum Strategies
  • 45.
    • The courses are designed to host synchronous and asynchronous online activities and to collaborate on common issues between university classes in 19 countries.
    • 46. There are 9 sections with 144 Ecu students paired with students from 19 countries and 25 institutions.
    Global Classroom Collaboration
  • 47.
    • ECU has maintained partnerships with hiroshima university in japan for over 20 years.
    • 48. In july 2006, three Japanese universities signed an exchange agreement with three north Carolina universities.
    Collaborative Partnerships
  • 49.
    • Curriculum modules on global understanding
    • 50. NC Teaching Fellows pilot
    • 51. World newspapers (global issues)
    • 52. Arts and Sciences faculty
    • 53. curriculum revision efforts
    • 54. Global classroom courses
    Curriculum Strategies
  • 55.
    • Students taking part in ecu study abroad totaled 19 for two semesters and 56 for one semester.
    • 56. Students participating in summer study abroad 280.
    • 57. These efforts do not meet the needs of our education system in north Carolina.
    Study Abroad 2009-2010
  • 58.
    • Ecuand the college of education seek to advise high quality students to study abroad through:
    • 59. University academic advisors
    • 60. Faculty
    • 61. Student Organizations
    • 62. Broadening World View Through Curriculum
    Study Abroad
  • 63.
    • Students MAY INTERN ABROAD WITH APPROVAL OF THE Office of Teacher education. Issues arise with licensed teachers and meeting accreditation standards for internship
    • 64. The internship abroad has been limited to military spouses or family members teaching in Department Of Defense Schools.
    Internship Abroad
  • 65.
    • Faculty provided global education information and strategies for clinical teachers and interns through the following opportunities:
    • 66. Clinical teachers and interns collaborated to study international economic interdependence.
    • 67. International students hosted interns and clinical teachers on a virtual field trip of their home countries.
    • 68. The ECU Clinical Teacher Conference focused on global understanding.
    Professional Development
  • 69.
    • Examine their own perspectives
    • 70. Experience people and cultures different from their own through meaningful interactions
    • 71. Gain knowledge of economic interdependence
    • 72. To commit to being global educators in their own classrooms
    Our goal is to create a curriculum that causes student to…
  • 73.
    • Our institution is in the center of a very rural region with an agricultural base.
    • 74. Many are first generation college students with limited experiences beyond their hometowns.
    • 75. The shortage of teachers in rural communities is a critical issue.
    Challenges for the Future