Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary tale

Sandy Buczynski, Heather Lattimer, Noriyuki Inoue, Viviana Alexandrowicz

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious. Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy. This is a cautionary tale providing lessons learned from one university's experience.

Original languageEnglish
Pages (from-to)33-46
Number of pages14
JournalTeaching Education
Volume21
Issue number1
DOIs
Publication statusPublished - 2010 Mar
Externally publishedYes

Fingerprint

graduate
teacher
internationalization
education
experience
school

Keywords

  • Developing international education policies
  • Graduate teacher education
  • International education requirement
  • Internationalization experience

ASJC Scopus subject areas

  • Education

Cite this

Developing a policy for an international experience requirement in a graduate teacher education program : A cautionary tale. / Buczynski, Sandy; Lattimer, Heather; Inoue, Noriyuki; Alexandrowicz, Viviana.

In: Teaching Education, Vol. 21, No. 1, 03.2010, p. 33-46.

Research output: Contribution to journalArticle

Buczynski, Sandy ; Lattimer, Heather ; Inoue, Noriyuki ; Alexandrowicz, Viviana. / Developing a policy for an international experience requirement in a graduate teacher education program : A cautionary tale. In: Teaching Education. 2010 ; Vol. 21, No. 1. pp. 33-46.
@article{48c6011c8584405bbf5eec3fb9c4283e,
title = "Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary tale",
abstract = "This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious. Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy. This is a cautionary tale providing lessons learned from one university's experience.",
keywords = "Developing international education policies, Graduate teacher education, International education requirement, Internationalization experience",
author = "Sandy Buczynski and Heather Lattimer and Noriyuki Inoue and Viviana Alexandrowicz",
year = "2010",
month = "3",
doi = "10.1080/10476210903466935",
language = "English",
volume = "21",
pages = "33--46",
journal = "Teaching Education",
issn = "1047-6210",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Developing a policy for an international experience requirement in a graduate teacher education program

T2 - A cautionary tale

AU - Buczynski, Sandy

AU - Lattimer, Heather

AU - Inoue, Noriyuki

AU - Alexandrowicz, Viviana

PY - 2010/3

Y1 - 2010/3

N2 - This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious. Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy. This is a cautionary tale providing lessons learned from one university's experience.

AB - This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious. Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy. This is a cautionary tale providing lessons learned from one university's experience.

KW - Developing international education policies

KW - Graduate teacher education

KW - International education requirement

KW - Internationalization experience

UR - http://www.scopus.com/inward/record.url?scp=77249092488&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77249092488&partnerID=8YFLogxK

U2 - 10.1080/10476210903466935

DO - 10.1080/10476210903466935

M3 - Article

AN - SCOPUS:77249092488

VL - 21

SP - 33

EP - 46

JO - Teaching Education

JF - Teaching Education

SN - 1047-6210

IS - 1

ER -