Curricular conundrums: internationalising teaching and teacher education in Wisconsin

Thomas, M. A. M. (2022) Curricular conundrums: internationalising teaching and teacher education in Wisconsin. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2022.2098270) (Early Online Publication)

Abstract

Calls to internationalise teacher education are ubiquitous and inspiring but often challenging to enact. Both teacher educators and the pre-service teachers they teach face curricular conundrums such as how to ‘do’ global education in their respective classrooms. This paper explores these tensions—and their potential resolutions—by examining the enactment of an undergraduate global education course in Wisconsin. It examines the curricular conundrum experienced by two White, male, pre-service physics teachers from rural Wisconsin who had no previous international experience as they engaged in the course and aimed to conceptualise and enact global education. The paper further explores my own curricular conundrums of how to design and teach global education in Wisconsin, particularly in light of three curricular conceptualisations and commitments held by me as the teacher educator. I argue that curricular conceptualisations and commitments play an influential and underexamined role in considering how to internationalise teaching and teacher education for both teacher educators and pre-service teachers.

• Item Type: Articles
• Keywords: Teacher education, global education, comparative and international education, teacher educators, pre-service teachers, Wisconsin.
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Thomas, Dr Matthew
• Authors: Thomas, M. A. M.
• College/School: College of Social Sciences > School of Education
• Journal Name: Teachers and Teaching: Theory and Practice
• Publisher: Taylor and Francis
• ISSN: 1354-0602
• ISSN (Online): 1470-1278
• Published Online: 22 July 2022
• Copyright Holders: Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group
• First Published: First published in Teachers and Teaching: Theory and Practice 2022
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher