TY - CHAP
T1 - Learning to teach international mindedness: Being and Becoming Teachers in Communities of Practice
AU - Moon, Seungho
AU - Castillo-Clark, Kathleen
AU - Lee, Kathleen
AU - Ryan, Ann Marie
AU - Sanders, Taneal
AU - Estanich, Jillian
N1 - Moon, S., Castillo-Clark, K., Lee, K., Ryan, A., Sanders, T, & Estanich, J. (2019). Learning to teach international mindedness: Being and becoming teachers in communities of practice. In A. Heineke & A. Ryan (Eds.), Teaching, Learning, and Leading with Schools and Communities: One University: Reinvents Teacher Education for the Next Generation (pp. 152- 173). New York, NY: Routledge.
PY - 2018/10/5
Y1 - 2018/10/5
N2 - This chapter examines Sequence 6 of the Teaching, Learning and Leading with Schools and Communities (TLLSC) teacher education program at Loyola University Chicago’s School of Education. A core purpose of Sequence 6 is to provide an extended engagement with an experienced, cooperating teacher. By applying a field-based, apprenticeship model, candidates, cooperating teachers, and instructors work together in curriculum planning and instruction in the teacher candidate’s grade level and/or content area specialization. The chapter provides multiple approaches to teaching international mindedness drawing from diverse perspectives of three instructors, International Baccalaureate (IB) coordinators, and selected candidates. IB coordinators play a crucial role in the partnership of TLLSC. Traditionally, IB schools seek out such community partnerships to continuously build the IB community at large. Two IB coordinators contend that the partnership created between Loyola and the partnering IB schools was mutually beneficial. Teaching international mindedness is embedded throughout teaching Sequence 6 as a whole.
AB - This chapter examines Sequence 6 of the Teaching, Learning and Leading with Schools and Communities (TLLSC) teacher education program at Loyola University Chicago’s School of Education. A core purpose of Sequence 6 is to provide an extended engagement with an experienced, cooperating teacher. By applying a field-based, apprenticeship model, candidates, cooperating teachers, and instructors work together in curriculum planning and instruction in the teacher candidate’s grade level and/or content area specialization. The chapter provides multiple approaches to teaching international mindedness drawing from diverse perspectives of three instructors, International Baccalaureate (IB) coordinators, and selected candidates. IB coordinators play a crucial role in the partnership of TLLSC. Traditionally, IB schools seek out such community partnerships to continuously build the IB community at large. Two IB coordinators contend that the partnership created between Loyola and the partnering IB schools was mutually beneficial. Teaching international mindedness is embedded throughout teaching Sequence 6 as a whole.
KW - International mindedness
KW - IB
UR - https://ecommons.luc.edu/education_facpubs/155
M3 - Chapter
BT - Teaching, Learning, and Leading with Schools and Communities: One University: Reinvents Teacher Education for the Next Generation
ER -