来自墨西哥的跨国课程 越过边境 未来的教师:解除教师实践的殖民化
Irasema Mora-Pablo1, G Sue Kasun2, Zurisaray Espinosa3
1Department of Languages, University of Guanajuato, Guanajuato 36000, Mexico.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
这项研究探讨了教师准备计划如何通过采用非殖民化的做法更好地服务于跨国青年. 研究结果表明,拥抱多样化的经验可以促进跨境的文化响应式教学.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 跨国研究跨国研究
背景情况:
- 教育中的以欧洲为中心和国家为中心的假设限制了跨国青年的包容性.
- 教师准备课程往往忽视跨国学生的独特需求和经验.
研究的目的:
- 检查教育中的组织行为,特别是教师准备,如何包容地为跨国青年服务.
- 在墨西哥的英语教师准备课程中了解来自墨西哥的回国者和跨国移民的经历.
- 识别和描述塑造他们的英语教学实践和专业承诺的经验.
主要方法:
- 使用叙事调查进行纵向定性研究.
- 涉及28名墨西哥裔服务前英语教师.
- 在非殖民主义和跨国主义框架的指导下.
主要成果:
- 参与者回忆说,美国的教学方法优于墨西哥的教学方法.
- 跨文化适应经验有助于专业认同和国际化思维.
- 可以比较和采用非殖民的做法,以提高教师的准备.
结论:
- 教师培训课程可以培养超越国家界限的文化响应教学方法.
- 脱殖民主义和跨国观点可以改变教育实践和政策.
- 改变教育中的组织行为是有效为跨国青年服务的关键.
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