Between Myths and Facts: The Contribution of Exchange Experiences to The Professional Development of Teachers

Autor/in	Leutwyler, Bruno
Titel	Between Myths and Facts: The Contribution of Exchange Experiences to The Professional Development of Teachers
Quelle	In: Journal of Curriculum and Teaching, 3 (2014) 2, S.106-117 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Faculty Development; Teacher Exchange Programs; International Educational Exchange; Study Abroad; Multicultural Education; Field Experience Programs; Student Mobility; Beliefs; Competency Based Education; Teacher Motivation; Self Efficacy; Educational Benefits; Teacher Education Programs; Relevance (Education); Misconceptions; Educational Practices + Suchen Sie Ihr Suchwort? Internationaler Austausch; Studies abroad; Auslandsstudium; Multikulturelle Erziehung; Praxisnahes Lernen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Belief; Glaube; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Self-efficacy; Selbstwirksamkeit; Bildungsertrag; Relevance; Relevanz; Missverständnis; Bildungspraxis
Abstract	This contribution provides an overview of different facets that can be developed or promoted in exchange stays and that are specific for teachers. By systematizing the available findings with a conceptual approach, it assigns the majority of the findings to three different facets of teaching-specific "intercultural competencies": It indicates a potential to develop professional knowledge, teaching-specific beliefs as well as motivational orientations that allow students to engage actively in challenging intercultural situations. The overview uncovers a range of methodological constraints in the prevailing literature and reveals an urgent need to add more solid evidence specifically in the context of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04