Identities in the Era of Globalisation (original) (raw)

Abstract

Aims: This article analyses the reflections of a range of student teachers on their international experiences for their impact on the students’ personality, comfort, and effectiveness in diverse environments. We will describe the process of identity formation during the time that student teachers are exposed to such environments. We see international experience and raising awareness of diversity as a personal and social developmental part of their professional preparation.This may be seen as contributing to the transformation of the school climate towards inclusive and culturally responsive education. Methods: The main research question was how the internationalisation of education enhances student teachers’ cultural sensitivity to diversity. The qualitative investigation focuses on aspects of the international experience of student teachers concerning teaching practice. Ten semi-structured interviews with student teachers who have had international experience provided the data. Fin...

Figures (1)

Table 1 Ordered map of elements in the situation that was examined tion of the data set in a socio-pedagogical context that explains the central element: student teachers’ identity. We aimed to map the internal experiences of actors in a diversified environment and how they could construct their picture of culturally responsive education. The next section will present the re- sults in three thematic areas/mechanisms that influence student teachers’ identity. Given the nature of the situational analy- sis, rooted in symbolic interactionism, these sections have been chosen to exam- ine the situation from different perspec- tives and symbolic meanings. First, we focused on language as a tool through which student teachers interpret and then reproduce reality. Subsequently, we de- scribed the mechanism of identity trans- formation in the context of experiencing diversity. Finally, we present the process of developing new identities in a non-binary transcultural paradigm. The three the- matic sections result from the interpreta-

Table 1 Ordered map of elements in the situation that was examined tion of the data set in a socio-pedagogical context that explains the central element: student teachers’ identity. We aimed to map the internal experiences of actors in a diversified environment and how they could construct their picture of culturally responsive education. The next section will present the re- sults in three thematic areas/mechanisms that influence student teachers’ identity. Given the nature of the situational analy- sis, rooted in symbolic interactionism, these sections have been chosen to exam- ine the situation from different perspec- tives and symbolic meanings. First, we focused on language as a tool through which student teachers interpret and then reproduce reality. Subsequently, we de- scribed the mechanism of identity trans- formation in the context of experiencing diversity. Finally, we present the process of developing new identities in a non-binary transcultural paradigm. The three the- matic sections result from the interpreta-

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