Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally-informed and critical perspectives on education, and improve their foreign language and teaching skills. However, while research points to this transformative learning, there have, to-date, been relatively few studies on study abroad for teachers, as the bulk of study abroad literature focuses on undergraduate student experiences rather than study abroad in professional programs. This special issue of Global Education Review will fill this gap by shedding light on how study abroad experiences designed specifically for teachers, both pre- and in-service, are being conceptualized, theorized, implemented, and researched.Read more about Study Abroad in Teacher Education, Volume 6, No. 3, September, 2019
This issue of Global Education Review focuses on policies and practices in support of mathematics learning in global contexts. The ten manuscripts in this issue focus on three primary topics: improving student achievement and factors that impact achievement; implications of assessment frameworks, scoring, and analyses; and methods to improve teacher preparation and teacher knowledge.