Internationalizing Teacher Education: Resources from NAFSA's 2014 Colloquium

 

Demystifying Assessment of Global Competence for Teacher Education

Deans, faculty, and international education program administrators met at the NAFSA 2014 Colloquium on Internationalizing Teacher Education to discuss new approaches for assessing the global competencies of preservice teachers. Experts in the field presented strategies and techniques for assessing global competencies throughout educator preparation programming. Presenters and participants discussed common challenges faced in designing responsible international and intercultural programming.

Presentation Materials

Colloquium Program
The colloquium was held in San Diego, California, in May 2014. Seventy-four faculty, staff, and administrators from teacher education programs and organizations heard presentations and participated in discussions and networking opportunities. The program provides the schedule of events, session titles, and the presenters’ names and institutions.

Welcome and Introductions (430kb Adobe PDF)
Paula Cordeiro (University of San Diego), Helen Marx (Southern Connecticut State University), and Betty Soppelsa (NAFSA) welcomed participants and provided an overview of the colloquium.

Global Competence in the Classroom (520kb Adobe PDF)
Heather Lattimer (University of San Diego) began with an exploration of how global competence can be incorporated into education for preservice teachers. She asked participants to visualize what global competence looks like in a classroom. She provided video examples of globally competent teaching and asked participants to consider the following questions:

  • What does a globally competent teacher look like?
  • What is happening in this classroom? How does this represent global education?
  • What knowledge, skills, and dispositions are needed to design and implement this type of instruction?
  • How can we support teachers in developing the knowledge, skills, and dispositions to engage in this type of global education?

Paper: Global Competence in the Classroom: Constructing a Definition (330kb Adobe PDF) (Lattimer, 2014)

Helping Faculty Prepare Globally Competent Teachers
Paula Cordeiro continued the discussion with a focus on ways to support faculty in developing global competencies of preservice teachers. Her presentation focused on ways to incentivize faculty and encourage their engagement in global initiatives and learning.

Assessing Global Competence (1.5mb Adobe PDF)
Craig Shealy (James Madison University) began his presentation with a discussion of the many issues regarding standards and assessment in teacher education. Within that framework, he invited the audience to consider how global competence might be assessed. He addressed various constructs of global competence and cross-cultural awareness and asked participants to reflect upon how these constructs might be operationalized within a program.

Paper: Internationalizing Teaching and Learning: The Essential Role of Assessment-Based Research and Practice (175kb Adobe PDF)(Shealy, 2014)

Lunch Discussion
Over lunch, participants discussed how the morning’s presentations applied to their work. They reflected on the following questions:

  • (How) Does your college/department/school assess global competence/ intercultural development/multicultural learning in teacher candidates?
  • How do you use the assessments?
  • What’s lacking in your assessments?

My Cultural Awareness Profile (MyCAP) (440kb Adobe PDF)
Helen Marx and David Moss provided an overview of the MyCAP self-assessment and classroom tool. It is based upon four dimensions of intercultural development. This instrument allows both students and teachers to know where they are on the intercultural development scale and to demonstrate growth along the four dimensions. This knowledge allows faculty to use a new tool—“My Cultural Learning Action Plan” (MyCLAP)—to facilitate students’ involvement in their own learning.

Paper: Lessons Learned Preparing Globally Competent Teachers Using MyCAP (205kb Adobe PDF) (v.1) (Marx and Moss, 2014)

Two Intercultural Development Inventory (IDI) Projects in Teacher Education: Two Cases (2.8mb Adobe PDF)
Kenneth Cushner (Kent State University) reported on two projects using the Intercultural Development Inventory (IDI) in teacher education programs. He introduced the Developmental Model of Intercultural Sensitivity (DMIS) and the Intercultural Development Inventory (IDI) and described their purpose and constructs. He shared how intercultural competence had been mapped across curriculum in a teacher preparation program and noted how the IDI had been used to study the impact of overseas teaching on intercultural development.

Paper: Comments on Developing Intercultural Sensitivity and Competence Through Overseas Student Teaching (110kb Adobe PDF) (Cushner, 2014)

Panel: What's Missing in Our Ability to Assess Global and Intercultural Competence?
Participants discussed the limitations of using any kind of tool to assess global and intercultural competence while also considering ways of incorporating such assessment into their own programs.

Wrap-Up Discussion and Future Opportunities (450kb Adobe PDF)
Participants completed a document outlining the steps they will take to apply ideas from the colloquium to their programming on campus. They were encouraged to join the LinkedIn group: Preparing Globally Competent Teachers.

2015 Partner

NAFSA thanks its partner organization, the American Association of State Colleges and Universities (AASCU) for their assistance with this colloquium.