Teacher-Exchange Programs: Academic Co-operation between Northern and Southern Institutions

1966 ◽  
Vol 37 (6) ◽  
pp. 319
Author(s):  
Harold M. Rose
Keyword(s):  
Exchange Programs ◽  
Teacher Exchange ◽  
Teacher Exchange Programs ◽  
Southern Institutions

Centering Reflection in Teachers’ International Exchange Experience

2020 ◽  
Author(s):  
Emily Anderson
Keyword(s):  
Critical Reflection ◽  
Teaching Practice ◽  
Policy Research ◽  
International Exchange ◽  
Exchange Programs ◽  
Exchange Program ◽  
Policy Paper ◽  
Teacher Exchange ◽  
Teacher Exchange Programs ◽  
International Teacher

This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses. Participating in an international exchange program involves teachers' reflections on history, culture and policy as the contexts that inform classroom practices. The discussion presented in this paper highlights the importance of critical reflection on teachers' ability to make and sustain changes to practice following an international professional development experience of a Teacher Exchange Program, supported by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.

scholarly journals Centering Reflection in Teachers’ International Exchange Experience

2020 ◽  
Keyword(s):  
Critical Reflection ◽  
Teaching Practice ◽  
Policy Research ◽  
International Exchange ◽  
Exchange Programs ◽  
Exchange Program ◽  
Policy Paper ◽  
Teacher Exchange ◽  
Teacher Exchange Programs ◽  
International Teacher

This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses. Participating in an international exchange program involves teachers' reflections on history, culture and policy as the contexts that inform classroom practices. The discussion presented in this paper highlights the importance of critical reflection on teachers' ability to make and sustain changes to practice following an international professional development experience of a Teacher Exchange Program, supported by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.

Symbiotic Brain Drains

2017 ◽  
Author(s):  
Madeline Y. Hsu
Keyword(s):  
International Students ◽  
Knowledge Worker ◽  
The United States ◽  
Immigration Reform ◽  
Skilled Workers ◽  
Educational Exchange ◽  
Exchange Programs ◽  
Immigration Laws ◽  
Permanent Residency ◽  
The Cold War

This chapter analyzes immigration reform and the knowledge worker recruitment aspects of the Hart–Celler Act of 1965 to track the intensifying convergence of educational exchange programs, economic nationalism, and immigration reform. During the Cold War, the State Department expanded cultural diplomacy programs so that the numbers of international students burgeoned, particularly in the fields of science. Although the programs were initially conceived as a way of instilling influence over the future leaders of developing nations, international students, particularly from Taiwan, India, and South Korea, took advantage of minor changes in immigration laws and bureaucratic procedures that allowed students, skilled workers, and technical trainees to gain legal employment and eventually permanent residency and thereby remain in the United States.

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