4 the World blog

Empowering collaborative communities

Global Experiential Learning for Teachers

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Global-readiness includes the literacies, competencies, and dispositions students need in order to work, live, and interact effectively and peacefully with anyone in the world from anywhere in the world. We must train our teachers on teaching for global-readiness in order to prepare the entire generation in school for global-readiness and global leadership.

Many  articles and books have been published about internationalizing education beginning in the 1990s  (e.g. Altbach,1997; Cavusgil, 1993; De Wit, 2002; Engberg & Green, 2002; Green & Olson, 2003;Hayward, 2000; Klasek, 1992; J. Knight, 1994; Lambert, 1989; McCarthy, 1998; Mestenhauser & Ellingboe, 1998; Powar, 2002; Scherer, Beaton, Ainina, & Meyer, 2000;Scott, 1998; Siaya & Hayward, 2003).

To prepare global-ready teachers, Yuen (2010) suggests internationalizing teacher education by infusing global experiences that teachers can then share with students. This perspective has been applied to in-service teachers in the research as well. The research on internationalizing pre-service and in-service teacher educBelize - Calla Creek School collageation shows promise for promoting global-ready teaching. 4 the World offers cross-cultural experiential learning for pre-service and in-service teachers during fall, spring, and summer breaks.

To learn more, visit http://www.4theworld.org/excursions.html .


Author: 4 the World

4 the World identifies and collaborates with communities across the globe to empower them to identify and solve the most pressing needs of their communities within the areas of health and education. By partnering with the communities in these areas, we provide critical support and capacity-building initiatives to ensure these communities are capable of continuing to grow and thrive in the future.

One thought on “Global Experiential Learning for Teachers

  1. Would you like to be a part of a unesco project that does more than global education and distinguishes how it can be done differently within each country while sharing a common template, different for each grade level and yet complying with all the guidelines within the present system as we start to teach instructor on how to listen to the self-study going on with their students?

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