Study Abroad in Teacher Education, Volume 6, No. 3, September, 2019
Call for Papers: Study Abroad in Teacher Education, Volume 6, No. 3, September, 2019
Editor: Laura Baecher, Hunter College, City University of New York
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.
This issue also aims to critically explore international placements in “developing” nations with student teachers coming from “developed” nations. Major and Santoro (2016) suggest that the power differentials and the complexities of post-colonialism—especially around the teaching of English—must be thoughtfully and carefully addressed. If these complexities are addressed and reflected upon, teacher candidates stand to move from compassion to a critical stance, greatly increasing pre-service teachers’ intercultural awareness, knowledge, sensitivity, and competence, as well as their ability to understand, respect, engage with, and ultimately teach diverse cultural groups.
This special issue will seek articles from a variety of teacher education contexts. Articles selected will provide professional development models grounded in a globalized vision for teacher learning and practice and lay the groundwork for a heuristic for the design of such programs in terms of international service learning for teacher educators seeking to design similar initiatives.
Topics of interest include, but are not limited to, the following:
- Impact studies of study abroad on pre- and in-service teachers’ beliefs, skills, knowledge and practices before, during, and immediately after their participation
- Examination of conceptual frames for the design and implementation of teacher study abroad, such as international service learning, cultural exchange, internationalization, and teacher professional development of linguistic and cultural competence
- Contextual factors that contribute to teacher learning, such as features of the host country, aspects of the program design, faculty facilitation and programmatic activities
Please send an abstract of no more than 250 words in length with at least ten references along with contact information for all authors to email@example.com by December 30, 2018. Abstracts will be reviewed for fit to the special issue’s theme. You will be informed if the full manuscript is invited for review by January 30, 2019. Full manuscripts are due by April 30, 2019.
Authors of articles invited for review are required to participate in a blind review of two articles submitted for publication in the same issue.