Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities

Jae Major; Jennifer Munday; Matthew Winslade

Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities

Victoria University of Wellington

Research output: Book chapter/Published conference paper › Chapter in textbook/reference book › peer-review

Abstract

There is increasing critical interrogation as to quality practice in the field of intercultural competences (IC) in teacher education. This is related to the research evidence on the positive relationship between teacher education, teachers’ professional competences and students’ learning (Hattie, 2003). Teachers’ professional competences effect school and curriculum development and their own professional development (Pyhältö, Pietarinen, & Soini, 2012). Teacher educators are one of the key factors in enabling future teachers’ professional competences to engage with the diversity of their teaching career.

Original language	English
Title of host publication	Intercultural competence in the work of teachers
Subtitle of host publication	Confronting ideologies and practices
Editors	Fred Dervin, Robyn Moloney, Ashley Simpson
Place of Publication	Abingdon, Oxon
Publisher	Routledge
Chapter	10
Pages	157-174
Number of pages	18
Edition	1st
ISBN (Electronic)	9780429401022
ISBN (Print)	9780367002381
Publication status	Published - 2020

Publication series

Name	Routledge Research in Teacher Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

Major, Jae ; Munday, Jennifer ; Winslade, Matthew. / Leading international teaching experiences : Negotiating tensions, contradictions and discontinuities. Intercultural competence in the work of teachers: Confronting ideologies and practices. editor / Fred Dervin ; Robyn Moloney ; Ashley Simpson. 1st. ed. Abingdon, Oxon : Routledge, 2020. pp. 157-174 (Routledge Research in Teacher Education).

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title = "Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities",

abstract = "There is increasing critical interrogation as to quality practice in the field of intercultural competences (IC) in teacher education. This is related to the research evidence on the positive relationship between teacher education, teachers{\textquoteright} professional competences and students{\textquoteright} learning (Hattie, 2003). Teachers{\textquoteright} professional competences effect school and curriculum development and their own professional development (Pyh{\"a}lt{\"o}, Pietarinen, \& Soini, 2012). Teacher educators are one of the key factors in enabling future teachers{\textquoteright} professional competences to engage with the diversity of their teaching career.",

author = "Jae Major and Jennifer Munday and Matthew Winslade",

note = "Includes bibliographical references and index.",

year = "2020",

language = "English",

isbn = "9780367002381",

series = "Routledge Research in Teacher Education",

publisher = "Routledge",

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editor = "Fred Dervin and Robyn Moloney and Ashley Simpson",

booktitle = "Intercultural competence in the work of teachers",

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}

Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities. / Major, Jae; Munday, Jennifer ; Winslade, Matthew.
Intercultural competence in the work of teachers: Confronting ideologies and practices. ed. / Fred Dervin; Robyn Moloney; Ashley Simpson. 1st. ed. Abingdon, Oxon: Routledge, 2020. p. 157-174 (Routledge Research in Teacher Education).

Research output: Book chapter/Published conference paper › Chapter in textbook/reference book › peer-review

TY - CHAP

T1 - Leading international teaching experiences

T2 - Negotiating tensions, contradictions and discontinuities

AU - Major, Jae

AU - Munday, Jennifer

AU - Winslade, Matthew

N1 - Includes bibliographical references and index.

PY - 2020

Y1 - 2020

N2 - There is increasing critical interrogation as to quality practice in the field of intercultural competences (IC) in teacher education. This is related to the research evidence on the positive relationship between teacher education, teachers’ professional competences and students’ learning (Hattie, 2003). Teachers’ professional competences effect school and curriculum development and their own professional development (Pyhältö, Pietarinen, & Soini, 2012). Teacher educators are one of the key factors in enabling future teachers’ professional competences to engage with the diversity of their teaching career.

AB - There is increasing critical interrogation as to quality practice in the field of intercultural competences (IC) in teacher education. This is related to the research evidence on the positive relationship between teacher education, teachers’ professional competences and students’ learning (Hattie, 2003). Teachers’ professional competences effect school and curriculum development and their own professional development (Pyhältö, Pietarinen, & Soini, 2012). Teacher educators are one of the key factors in enabling future teachers’ professional competences to engage with the diversity of their teaching career.

UR - https://www.routledge.com/Intercultural-Competence-in-the-Work-of-Teachers-Confronting-Ideologies/Dervin-Moloney-Simpson/p/book/9780367002381

M3 - Chapter in textbook/reference book

SN - 9780367002381

T3 - Routledge Research in Teacher Education

SP - 157

EP - 174

BT - Intercultural competence in the work of teachers

A2 - Dervin, Fred

A2 - Moloney, Robyn

A2 - Simpson, Ashley

PB - Routledge

CY - Abingdon, Oxon

ER -

Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities

Abstract

Publication series

UN SDGs

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