1. Developing Collaborative Space in US Teacher Education

2. 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

3. 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

4. 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

5. 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”

6. 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?

7. 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

8. 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

9. Hong Kong Classroom

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

11. Verona Classroom

12. 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

13. 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

14. 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

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

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

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