Show Less
Restricted access

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

Edited By Jean-Luc Gilles

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".

Show Summary Details
Restricted access

Chapter 5: Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys (Emilia Afonso Nhalevilo)


Emilia Afonso Nhalevilo

Universitdade Pedagogica, Maputo, Mozambique

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


The notion of a multicultural context in schools is increasingly becoming a characteristic around the world. It requires both trainers and students to be open to the world and to different cultures. It is in this context that the PEERS program has been implemented at the University of Teacher Education of State of Vaud (HEP Vaud), in Switzerland. The program’s main goal is to promote the international mobility of teachers and students for the benefit of education and research. The goal of the PEERS project between the HEP Vaud of Switzerland and the Universidade Pedagogica (UP) of Mozambique was to enhance teachers’ preparation for teaching in a multicultural context and to use this context as a resource in achieving interculturality. Methodologically, I selected a narrative method to report and reflect on the PEERS project experience.

1. Introduction

In introducing this chapter, I refer to two perspectives that this article takes. In doing so, I intend to help the reader to understand the standpoint and context from which I write. The first perspective involves issues regarding the concept of culture, and the second concerns the methodology and representation of my data and results.

In terms of the concept of culture, the debates are very common. Culture, per se, may be seen as...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.