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 14: Intercultural Competence and Teaching Diverse Learners (Shannon Morago / Sveva Grigioni Baur)


Shannon Morago* and Sveva Grigioni Baur** –

*Humboldt State University, Arcata, California, USA

**University of Teacher Education of State of Vaud, Lausanne, Switzerland

Chapter 14: Intercultural Competence and Teaching Diverse Learners


Pre-service science teachers from the USA and Switzerland work in a collaborative inquiry team to explore effective methods for engaging diverse pupils. Participants construct, teach and refine one lesson over the course of six cycles; each cycle involves one participant teaching the lesson in one school serving diverse learners. During lesson instruction, other team members collect pre-determined data on student engagement and comprehension. Research on participants explores how involvement in this project affects intercultural and instructional competencies. Data suggest that individual participants experience a shift in thinking from traditional teacher-centered ideals to a more student-centered approach. Planned group actions (i.e. instructional strategies) mirror this shift as lessons become progressively more student-centered. Post-project participants describe the importance of connecting lessons to students’ lives and culture, a consideration not made prior to the program. A focus on international collaboration and marginalized pupils has provided insight into the development of teaching and intercultural competencies of pre-service science teachers.

1. Project Rationale

Aligned with the purpose of PEERS, to create a global community of culturally competent teachers prepared to confront the challenges of educating in diverse societies, the HEP/HSU PEERS Science Project←247 | 248→ seeks to provide preservice teachers with opportunities to understand...

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.