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@article{1837797, author = {Sedláková, Markéta and Košatka, David}, article_location = {Charles University in Prague}, article_number = {71}, keywords = {identity; culture; internationalisation; language; transformation; responsiveness; reflection; inclusive education}, language = {eng}, issn = {0031-3815}, journal = {Pedagogika}, title = {Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education}, url = {https://ojs.cuni.cz/pedagogika/article/view/2042}, volume = {4}, year = {2021} }
TY - JOUR ID - 1837797 AU - Sedláková, Markéta - Košatka, David PY - 2021 TI - Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education JF - Pedagogika VL - 4 IS - 71 SP - 553-570 EP - 553-570 SN - 00313815 KW - identity KW - culture KW - internationalisation KW - language KW - transformation KW - responsiveness KW - reflection KW - inclusive education UR - https://ojs.cuni.cz/pedagogika/article/view/2042 N2 - Aims – This article analyses the reflections of a range of student teachers on their international experiences for their impact on the students’ personality, comfort, and effectiveness in diverse environments. We will describe the process of identity formation during the time that student teachers are exposed to such environments. We see international experience and raising awareness of diversity as a personal and social developmental part of their professional preparation. Th is may be seen as contributing to the transformation of the school climate towards inclusive and culturally responsive education. Methods – The main research question was how the internationalisation of education enhances student teachers’ cultural sensitivity to diversity. Th e qualitative investigation focuses on aspects of the international experience of student teachers concerning teaching practice. Ten semi-structured interviews with student teachers who have had international experience provided the data. Findings – Experiencing different socio-cultural environments, we found, impacts on the construction of multiple/hybrid identities and engenders empathy for diversity. The implications for inclusive practice were identified, including refl ective teaching strategies, the development of culturally sensitive attitudes, and awareness of others’ perspectives and cultural habits. Conclusion – A positive benefit for student teachers from grasping and understanding diversity in such an environment is the enhancement of the effectiveness of teaching. The internationalisation of the curriculum expands the student teachers’ responsiveness. ER -
SEDLÁKOVÁ, Markéta a David KOŠATKA. Identities in the Era of Globalisation. Reflection on International Experience as a Tool for Culturally Responsive and Inclusive Education. \textit{Pedagogika}. Charles University in Prague, 2021, roč.~4, č.~71, s.~553-570. ISSN~0031-3815.
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