Incorporating Global Projects into Teacher Education: A Look at Practices and Perceptions of Preservice and Mentor Teachers
Keywords:NBLT, Language Learning, Videoconference
AbstractGlobal projects can be a significant training ground for teacher education students by providing authentic professional experiences that cannot be duplicated in the college classroom. In global projects, teacher education students are situated to learn and use new technologies, to interact with veteran teachers in distant locations, and to practice a global perspective. This qualitative study examined the perceptions of teacher education students and their clinical mentor teachers while working together in a multi-school global project. The study’s purpose was to uncover beneficial practices and experiences that could improve teacher education in light of the challenges of teaching in today’s global environment. This study supports prior research showing that technology used with project-based learning enhances engagement and promotes deliberate practice in areas such as global awareness, technology use, communication, and collaboration. Data and results suggest a number of benefits from incorporating global projects into teacher education programs. Preservice teachers in the study showed active participation beyond the physical classroom as they communicated with global partners using a variety of digital media. Mentor teachers reported effective learning experiences, new professional contacts in other countries, and the desire to engage in global projects again.
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