Stimulering av global bevissthet gjennom internasjonalisering

Author(s)

Publication date

2017

Publisher

Oslo and Akershus University College of Applied Sciences

Document type

Abstract

The topic of this article is nurturing global consciousness through internationalization in teacher education. As a teacher educator, I have been supervising 29 student teachers in their three-month practice in Namibia and Uganda over a four-year period. Here I have focused on the students' experience according to global consciousness with a primary focus towards their global sensitivity. The purpose of this article is threefold. First I describe the nuances of global consciousness and the connection between the three sub-areas: global sensitivity, global understanding, and global self-representation. The two concepts intersubjectivity and attunement will provide a meaningful contribution to the definition of global consciousness. Secondly, I argue that internationalization, as a three-month-long practice abroad in itself, is not sufficient to nurture global consciousness. Thirdly, I describe a pedagogical approach to nurture teacher students’ global consciousness through a set of five different tasks. The research question for this article is: How can teacher education contribute in nurturing student teachers’ global consciousness through counselling and practice abroad? Methodologically the study is grounded in a phenomenological tradition. In the analysis of the material, I have focused on the students' experiences concentrated toward the concept global consciousness and the sub-areas mentioned above.

Keywords

Version

publishedVersion

Permanent URL (for citation purposes)

  • https://hdl.handle.net/10642/5846