Developing Collaborative Space in US Teacher Education

College of Education Partnerships Developing our own model of internationalization Following our locally developed patterns Involves the entire college Integrates what we do to become internationalized

Theoretical Framework Global economic competition drives knowledge economies educational systems are characterized as a means for nations to produce human capital to ensure global economic competitiveness education systems are characterized as competitors with scores/rankings on international education tests treated as indicators of national potential for economic success teachers’ performance is competitively measured on a national scale for global rankings

Context for Education At the same time, research suggests that global connections could hold significant promise for US educators student population of US classrooms is characterized by increasing racial, ethnic, economic, and cultural diversity, yet the majority of preservice teachers entering US postsecondary education represent a similar demographic of white, middle class females Previous research suggests that study abroad enhances preservice teachers’ cross-cultural awareness, knowledge of future students’ background cultures, and practical ability to model their future classrooms on experiences accrued through international teaching placements, all necessary skills to teach a diverse student population

Challenges in Study Abroad Study abroad can reinforce false dichotomies of us/them, developed/undeveloped, advanced/primitive Used or consumed as means to personal development “The world as useful/interesting to Me”

Research Questions Can study abroad for preservice teachers live up to promises of transformation and international collaboration within the context of neoliberal globalization? Too what extent does the study abroad experience problematize the competitive frame in global education? Are preservice teachers able to reimagine the global field of education as a collaborative space or do they experience the global space as competitive as evident in global education policy?

Model Pre-depature focuses on education, not personal growth Not consumerist or voyeuristic but focused on comparison aimed at collaboration Both home and host destinations are studied Language not required Host families, time with teachers, preservice teachers Post reflection based on their teaching practice

Hong Kong Students’ backgrounds impacted their perceptions of privilege as well as their own perceptions of schools Students from low SES backgrounds initially felt the model was not applicable After discussion, found it more aspirational Google classroom continues connections for practicing teachers

Hong Kong Classroom

Verona, Italy More time on site does not necessarily mean more connection Some students maintain connection, while others do not Mirrors domestic student teaching

Verona Classroom

Lyon, France Working as collaborators, program has developed reciprocal exchange Student teachers from Lyon visit US local schools, homestays, attend our pre-departure class US students visit schools in Lyon, accompanied by colleagues, homestays, attend post travel class for French students

Chile Different model with less class time, more lecture from local experts Less time with students, less time with practicing teachers Less extensive class before departure Less impact Interviews show some projects developed, but less overall

Results Focus on education disrupts narratives of consumerism, personal advancement, American entitlement participants saw themselves less as consumers or adventurers, and instead, as learners and future colleagues to the host teachers. recognize and question the power structures and global pressures impacting the host schools study abroad experiences allowed participants to consider culture’s interaction with power structures and resulting effect on society, schools, and even their own future students

Next steps Deep engagement with partner schools Ongoing relationships Reciprocal engagements Expand reach to teachers local and abroad

Emphasis on Collaboration Used the model of local school CC are experts in collaboration Follow your local model and apply it internationally

Allison Witt, awitt1@illinois.edu Thank you Allison Witt, awitt1@illinois.edu