The authors 17 after that higher numbers from Canada Australia India Mexico

The authors 17 after that higher numbers from canada

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the scope and quality of what then was delivered to trainee teachers is uncertain. The authors 17 after that higher numbers from Canada, Australia, India, Mexico, Pakistan, Argentina, Colombia, Spain, Egypt, and Brazil 18
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10 recommend that donors have a part to play in ensuring conflict-sensitive strategies within teacher education, highlight the importance of NGOs to support conflict-sensitive teacher education and recommend guidelines to offer practical suggestions to improve the conflict sensitivity of teacher recruitment practices. Intercultural learning There are numerous examples of initiatives to support intercultural learning and understanding amongst teachers and trainee teachers through: Teacher exchange programmes and study visits (Cushner, 2007, 2009; Leonard, 2012; Bourn and Cara, 2012; Liddy, 2016). Online courses and distance learning to support intercultural competence (e.g. British Council Schools Online); However, all too often there is an imbalance in such programmes in terms of equal access to technology and resources. Using ICT to enhance intercultural competence: Carr (2016) describes the eTutor programme which encourages trainee teachers to explore their own cultural backgrounds and helps build their confidence to engage with children from diverse cultural and linguistic backgrounds. Trainee teachers on a BEd. programme in Australia engage with school students from India, Australia, Malaysia and Nepal in an online environment. They develop a portfolio of interactions and reflections from the interactions that illustrate their intercultural competences. Participating schools engage to develop pupils’ writing skills. Carr (2016: 112) suggests through the project trainees display increased intercultural competency, through developing knowledge of other cultures and identifying similarities as well as differences between their own and other cultures. Many trainees reflected on the impact this programme has on the role of intercultural understanding in their teaching. Human rights and teacher education There are few identified examples of initiatives to incorporate human rights is incorporated into teacher education. Struthers (2015) provides an overview of Human Rights Education (HRE) in ITE in Scotland and provides informati on on how it can be enhanced. She recognises that HRE in ITE provision is ‘sparse’. Of the 22% of practicing teachers (BEMIS, in Struthers, 2015) that said they had received some form of HRE training, most indicated it was in the form of a solitary lecture or tutorial on the topic. None of the ITE courses discussed currently run compulsory modules on HRE, but some make references to HRE, in discussions about citizenship or inclusion and where universities link to outside organisations, examples of HRE are sometimes included via work on global citizenship. This suggests that where ITE is incorporating aspects of human rights, it’s often through a citizenship frame. Gender equality in teacher education Gender equality has not been a major feature of themes within ESD and GCED in teacher education.
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  • Summer '20
  • Dr joseph
  • ESD

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