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(A)broad Teacher Education.

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Title: (A)broad Teacher Education.
Authors: Ling, Lorraine, Burman, Eva, Cooper, Maxine, Ling, Peter
Source: Theory Into Practice. Spring2006, Vol. 45 Issue 2, p143-149. 7p. 1 Chart.
Subjects: Teacher training, Foreign students, Teacher educators, Universities & colleges
Geographic Terms: Australia
Abstract: In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the practices of teacher educators and also for the behaviors of the international teacher education students. We contend that the practice of undertaking teacher education in another country produces future teachers who are cosmopolitans who value diversity and embrace change and uncertainty, rather than producing fundamentalists who adhere rigidly to tradition and ritual truths. Drucker's (1993) concept of living simultaneously in global and local worlds forms a central element in the theoretical framework. Studying teacher education in global settings is seen as having positive outcomes and practical consequences at a number of levels. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the practices of teacher educators and also for the behaviors of the international teacher education students. We contend that the practice of undertaking teacher education in another country produces future teachers who are cosmopolitans who value diversity and embrace change and uncertainty, rather than producing fundamentalists who adhere rigidly to tradition and ritual truths. Drucker's (1993) concept of living simultaneously in global and local worlds forms a central element in the theoretical framework. Studying teacher education in global settings is seen as having positive outcomes and practical consequences at a number of levels. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1207/s15430421tip4502_6
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        Type: general
      – SubjectFull: Foreign students
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      – SubjectFull: Teacher educators
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