Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives
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".
At the time of writing these acknowledgments, our first thoughts go to Mrs Carla Gutmann1 and Mr Biagio Tedesco2 our very first travel companions on this adventure that began in 2010 at the University of Teacher Education of State of Vaud (HEP Vaud) in Lausanne, Switzerland. With these two colleagues, we traveled the world in search of institutional partnerships as part of the setting up of the PEERS program. A special mention must also go to Mr Emilio Aliss3, on whom we could always count in the editorial process, even acting as editorial secretary for several months and who worked so hard to establish PEERS in the countries of the South. He was one of the first to become involved in this innovative international exchange program. The expertise and energy of these remarkable individuals were extremely valuable when the first PEERS projects were being implemented during the 2011–2012 academic year.
I would also like to thank the members of the Scientific Committee and of the Extended Expert Committee – their names are mentioned on two special pages of this book – their support throughout the editorial process was extremely valuable and the chapters gained in quality thanks to their suggestions.
We are also grateful to the Executive Committee of HEP Vaud, composed of Dr Guillaume Vanhulst, rector; Mr Cyril Petitpierre,←9 | 10→ director of training; and Mr Luc Macherel, director of administration. Their support and trust were essential for the successful development of this innovative...
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