Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives

Jean-Luc Gilles (Ed.)

Linking Research
and Training
in Internationalization
of Teacher Education
with the PEERS Program:
Issues, Case Studies
and Perspectives

PETER LANG

Bern · Bruxelles · Frankfurt am Main · New York · Oxford · Warszawa · Wien

Bibliographic information published by die Deutsche Nationalbibliothek

Die Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the Internet at ‹http://dnb.d-nb.de›.

British Library Cataloguing-in-Publication Data: A catalogue record for this book is available from The British Library, Great Britain

Library of Congress Cataloging-in-Publication Data: 2017948536

This collective book has received financial support from
the University of Teacher Education of State of Vaud
(Haute école pédagogique du canton de Vaud),
Lausanne, Switzerland.

The contents and the drafting of the chapters are the sole responsibility of their authors.

In order to prove their admissibility, in accordance with the requirements of the academic community, all the chapters were arbitrated, that is to say submitted to peers, according to a procedure proposed by the scientific editor.

Open Access: This work is licensed under a Creative Commons Attribution
CC-BY-NC-ND 4.0 unported license. To view a copy of thislicense, visit
https://creativecommons.org/licenses/by-nc-nd/4.0/

Jean-Luc Gilles (Ed.) 2017
Wabernstrasse 40, CH-3007 Bern, Switzerland
bern@peterlang.com, www.peterlang.com

About the editor

Jean-Luc GILLES, Ph. D. in Educational sciences from the University of Liège, Belgium, is currently professor at the University of Teacher Education of State of Vaud, Lausanne, Switzerland. He is the instigator of the PEERS program whose first projects began in 2011.

Since 2011 until 2017, no less than 81 PEERS projects have been carried out involving the participation of nearly 500 students and over a hundred professors.

About the book

The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications.

The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled “Issues,Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World”, focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the intercultural and connected world in which it is situated.

The second section, “Case Studies and Lessons Learned from the PEERS Project in Southern Countries” constitutes a series of chapters presenting case studies on PEERS projects focused on innovation and cooperation in the developing world. The third section, “Results of Research-Oriented PEERS Projects,” considers the results from PEERS projects that have enabled the implementation of theoretical and practical educational research, generally taking the form of small-case research studies or innovations in the design of teaching units. Finally, in the conclusion we propose to present the key points of the three sections that make up this book “Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives”.

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Table of contents

Acknowledgments

Preface

Foreword

Advisers and Experts Group

Part 1: Issues, Opportunities and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural and Connected World

Chapter 1:
Origin, Foundations, Objectives, and Original Aspects of the PEERS Program Linking Research and Training in Internationalization of Teacher Education

Jean-Luc Gilles

Chapter 2:
The Building of Europe: A Humanist Undertaking

Gilles Grin

Chapter 3:
Preparing Critically and Globally Conscious Teachers

Gerry O’Reilly←5 | 6→

Part 2: Case Studies and Lessons Learned from PEERS Project in South Countries

Chapter 4:
Learning Through Experiences of Otherness in Malagasy Schools: Exchanges Between the ENS in Antananarivo, HEP Vaud, and the Zazakely Association

Denis Gay and Célestin Razafimbelo

Chapter 5:
Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys

Emilia Afonso Nhalevilo

Chapter 6:
Conservation of Native Biodiversity (Polylepis and Compsospiza) and Improving the Quality of Life in two Andean Communities of Bolivia

Emilio Aliss, Rebecca Hsieh, Rachel Silva, David Morimoto and Jean-Luc Gilles

Chapter 7:
Promoting and Evaluating Polylepis Forest Protection as a Way to Improve Living Conditions in the Communities of San Miguel, Janko Khala, and Ch’aqui Potrero

Maria de los Ángeles Zurita and Sofia Vargas

Chapter 8:
Learning Sequences About Water

Lucy Clavel and Fulgence Idani

Chapter 9:
The Added Value of an International and Intercultural Exchange: The PEERS-Mozambique Project

Moira Laffranchini Ngoenha←6 | 7→

Part 3: Results of Research-Oriented PEERS Projects

Chapter 10:
The Shared Experiences of International Special Educators

Zachary Walker, Rachel Sermier Dessemontet and Chantal Tieche Christinat

Chapter 11:
Football, Dance, Dolls and Toy Cars: Comparative Analysis Between Switzerland and Spain in Relation to Gender Stereotypes Among Primary School Pupils

Antoine Breau, Vanessa Lentillon-Kaestner and Dolors Ribalta Alcade

Chapter 12:
Teaching food practices and sustainability in an international context

Alain Pache

Chapter 13:
A Comparative Analysis between Physical Education Physical Fitness, Motivation, & Self-Concept in Middle School Swiss and US Students

Vanessa Lentillon-Kaestner Sheila Alicea and Rock Braithwaite

Chapter 14:
Intercultural Competence and Teaching Diverse Learners

Shannon Morago and Sveva Grigioni Baur

Chapter 15:
Teaching Urban Ecology in Schools in Switzerland and the United States: Considering the Design of an Ecodistrict

Philippe Hertig

Chapter 16:
Ideology, Culture and Language Preparing International and Critically Conscious Teachers: Difficulties and Advantages of a PEERS Project Focusing on Interculturalism

Rosanna Margonis-Pasinetti←7 | 8→

Conclusion

Chapter 17:
The PEERS Program: a New Way to Internationalize Teacher Education

Jean-Luc Gilles, Emilio Aliss, Albert Kasanda, and Gerry O’reilly