Online intercultural dialogue amongst student teachers from seven countries: a study of IPC global discussions
This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engaged together online to share intercultural perspectives and experiences on a range of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through the process of discussing and documenting diverse cultural and educational practices ‐ for example the age children start school, the involvement of parents in education, uniforms, daily routines, inclusion, and technology ‐ student teachers reflected on values, beliefs, traditions and aspirations. Findings relate to intercultural communication and intercultural praxis. Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study is that online engagement provides a sustainable and accessible strategy to enrich interculturality in teacher education.
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Document Type: Research Article
Publication date: June 1, 2020
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