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Developing the Intercultural Competence of Early Childhood Preservice Teachers: Preparing Teachers for Culturally Diverse Classrooms
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Lash, Martha; Madrid Akpovo, Samara; Cushner, Kenneth – Journal of Early Childhood Teacher Education, 2022
This research reports on studies conducted in two early childhood education (ECE) teacher preparation programs focused on increasing preservice teachers' intercultural competence through intercultural teaching and learning and diverse US and international field experiences. Study 1 took place at a large U.S. Midwestern university with the first…
Descriptors: Early Childhood Teachers, Preservice Teachers, Preservice Teacher Education, Cultural Awareness
Collaborative Online Learning across Borders (COLAB): Examining Intercultural Understandings of Preservice Teachers in a Virtual Cross-Cultural University-Based Program
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Arndt, Sonja; Madrid Akpovo, Samara; Tesar, Marek; Han, Tao; Huang, Feifei; Halladay, Macy – Journal of Research in Childhood Education, 2021
This article introduces the Collaborative Online Learning Across Borders (COLAB) teaching and research program. It outlines the development of the cross-national collaboration, and examines the learning in four teacher education programs in New Zealand and the United States of America. COLAB aims to support teacher candidates, in the US and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Online Courses, International Cooperation
Uncovering Cultural Assumptions: Using a Critical Incident Technique during an International Student-Teaching Field Experience
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Madrid Akpovo, Samara – Contemporary Issues in Early Childhood, 2019
This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically…
Descriptors: Student Teaching, Critical Incidents Method, Preschool Teachers, Field Experience Programs
Minority-World Professionals in Majority-World Early Childhood Contexts: How Do International Field Experiences Promote Intercultural Competence or Reinforce "Professional" Ethnocentrism?
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Madrid Akpovo, Samara; Nganga, Lydiah – Contemporary Issues in Early Childhood, 2018
This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher…
Descriptors: Early Childhood Education, Faculty Development, Field Experience Programs, Preschool Teachers