Internationalising teacher education at home: developing empathy through the sense of otherness in language learning

IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Teacher Education Pub Date : 2023-09-18 DOI:10.1080/02619768.2023.2259082
Huaping Li, Critisna Costa
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Abstract

ABSTRACTThis study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign language learner shaped their empathy for culturally and linguistically diverse pupils through a qualitative questionnaire and semi-structured interviews. Drawing on transformative learning theory and its relation to empathy, this study provides a nuanced understanding of how the experience of a language other allows student-teachers to engage with otherness, experience affective sharing, adopt alternative perspectives, and demonstrate empathetic concerns in practices where cultural diversity is apparent. Therefore, we advocate moving student-teachers beyond language acquisition, encouraging them to embrace challenges associated with assuming the position of a language other. This lends insights into the promotion of foreign language learning as a viable internationalisation strategy that benefits all student-teachers by fostering their empathy towards diverse students.KEYWORDS: Internationalising teacher education at homeforeign language learningothernessempathy AcknowledgmentsWe would like to acknowledge the contributions of our participants.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe study is jontly funded by the Shanghai Municipal Finance Bureau, the Shanghai Municipal Human Resources and Social Security Bureau, and the Shanghai Municipal Education Commission. It is part of the research of the \ Primary Education Innovation Team.Notes on contributorsHuaping LiHuaping Li is lecturer in Teacher Education at Foreign Languages College, Shanghai Normal University. Her primary focus lies in preparing teachers for a global and multicultural context. She is particularly keen on teaching and researching interconnected themes, including ethnic, cultural, and linguistic diversity, educational in/exclusion, and the internationalisation of teacher education.Critisna CostaCristina Costa is Associate Professor in the School of Education at Durham University. She has a strong interest in educational and digital practices and inequalities. She is particularly interested in exploring the intersection of education and emergent social phenomena through different social theory lenses in both her research and teaching.
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国内教师教育国际化:通过语言学习中的异类感培养同理心
摘要本研究通过定性问卷和半结构化访谈,探讨了来自两所案例研究大学的中国和苏格兰学生教师在本国正式和非正式语境中如何看待他们的外语学习经历,以及外语学习者的地位如何影响他们对不同文化和语言的学生的同理心。利用变革学习理论及其与共情的关系,本研究提供了一个细致入微的理解,即语言他者的经验如何使学生-教师参与到他者中,体验情感分享,采用替代观点,并在文化多样性明显的实践中表现出共情关注。因此,我们提倡让学生教师超越语言习得,鼓励他们接受与假设语言他人位置相关的挑战。这为促进外语学习作为一种可行的国际化策略提供了见解,通过培养他们对不同学生的同情,使所有学生教师受益。披露声明作者未报告潜在的利益冲突。本研究由上海市财政局、上海市人力资源和社会保障局以及上海市教委共同资助。这是小学教育创新小组研究的一部分。作者简介:李华平,上海师范大学外国语学院教师教育专业讲师。她的主要工作重点在于帮助教师为全球和多元文化背景做好准备。她特别热衷于教学和研究相互关联的主题,包括种族、文化和语言多样性、教育排斥和教师教育的国际化。kristina Costa是杜伦大学教育学院的副教授。她对教育和数字实践以及不平等有着浓厚的兴趣。在研究和教学中,她特别热衷于通过不同的社会理论视角探索教育与新兴社会现象的交集。
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来源期刊
European Journal of Teacher Education
European Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.70
自引率
3.30%
发文量
29
期刊介绍: The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered. EJTE is the official journal of the Association for Teacher Development in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groups.
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