Toward Inclusive Internationalisation of Schools: Educators' Perspectives on Leading Students in Global Experiences
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| Title: | Toward Inclusive Internationalisation of Schools: Educators' Perspectives on Leading Students in Global Experiences |
|---|---|
| Language: | English |
| Authors: | Laura C. Engel (ORCID |
| Source: | Teachers and Teaching: Theory and Practice. 2025 31(4):569-583. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Global Approach, Inclusion, Teacher Attitudes, Study Abroad, Disproportionate Representation, Elementary Secondary Education, Models, Ethics, Access to Education, Student Mobility, Foreign Countries, Teaching Experience |
| Geographic Terms: | District of Columbia |
| DOI: | 10.1080/13540602.2022.2062713 |
| ISSN: | 1354-0602 1470-1278 |
| Abstract: | This article focuses on internationalisation of teaching and teacher education with a specific focus on educators' experiences in leading global mobility programmes with students. It draws on a qualitative study of the District of Columbia Public Schools (DCPS) Study Abroad Program, a fully-funded education abroad programme aimed at making K12 study abroad more accessible to a greater number of underrepresented US students. Utilising interviews with a sub-set of DCPS classroom teachers and educational staff involved in the programme, findings elaborate on educators' perspectives on guiding students through the programme, particularly how that experience has informed educators' own professional identities and classroom practice; their relationships with students; and the new ways that they see themselves as global education advocates. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497700 |
| Database: | ERIC |
| Abstract: | This article focuses on internationalisation of teaching and teacher education with a specific focus on educators' experiences in leading global mobility programmes with students. It draws on a qualitative study of the District of Columbia Public Schools (DCPS) Study Abroad Program, a fully-funded education abroad programme aimed at making K12 study abroad more accessible to a greater number of underrepresented US students. Utilising interviews with a sub-set of DCPS classroom teachers and educational staff involved in the programme, findings elaborate on educators' perspectives on guiding students through the programme, particularly how that experience has informed educators' own professional identities and classroom practice; their relationships with students; and the new ways that they see themselves as global education advocates. |
|---|---|
| ISSN: | 1354-0602 1470-1278 |
| DOI: | 10.1080/13540602.2022.2062713 |
