国际思维:一个修订的概念框架

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-12-01 DOI:10.1177/1475240920976229
Akın Metlí, J. Lane
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引用次数: 10

摘要

本文提出了一个解释、发展和评估国际思维的修订框架。对文献的回顾-提出了关于IM的倡议,挑战和辩论-最后概述了用于发展对IM的共同理解的选定概念框架。当作者在之前的实证研究中应用其中一个框架时,他们在数据分析过程中发现,该框架的关键支柱的某些方面发挥了更大的支持作用,而IM的其他组成部分需要进一步识别。因此,本文提出了一个以跨文化能力和全球参与为特征的框架修订,并确定了这些属性的更具体组成部分,即知识、技能、性格和能动性。本文包括另一篇文献综述,以强调这些组成部分对国际思维的发展、实施和评估的重要性。
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International Mindedness: A Revised Conceptual Framework
This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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