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Long-Term Impacts of Short-Term Study Abroad: Teacher Perceptions of Preservice Study Abroad Experiences.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Shiveley, James M. Misco, Thomas |
| Copyright Year | 2015 |
| Abstract | Introduction In recent years teacher education programs across the country have worked to increase the focus on global competency among the skills needed for a beginning teacher (Quezada, 2004). For the purposes of this study, global competency is defined as, “a body of knowledge about the world regions, cultures, and global issues, and the skills and dispositions to engage responsibly and effectively in a global environment” (Longview Report, 2009, p. 7). This increased focus has resulted from a heightened understanding that America’s youth need to be taught by teachers who are able to “cultivate in young people a perspective of the world, which emphasizes the interconnections among cultures, species, and the planet ” (Chapman, Becker, Gilliom & Tucker, 1982, p.1) and a call from many state departments of education to create initiatives designed to support and increase global education in the K-16 public school system (Asia Society, 2010). Global education within teacher education is increasingly seen as critical if students are to “develop the knowledge, skills, and attitudes that are necessary for decision-making and effective participation in a world characterized by interconnectedness, cultural pluralism, and increasing competition for resources” (Merryfield, 1994, p. 1). |
| Starting Page | 107 |
| Ending Page | 120 |
| Page Count | 14 |
| File Format | PDF HTM / HTML |
| Volume Number | 26 |
| Alternate Webpage(s) | https://frontiersjournal.org/wp-content/uploads/2015/11/SHIVELEY-MISCO-FrontiersXXVI-LongTermImpactsofShortTermStudyAbroad.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
