ABSTRACT

In this qualitative study of a short-term study abroad program from Chile to the United States, teacher candidates in English pedagogy reported developing globally competent teacher attributes. Through the experiences in the program, the Chilean teacher candidates reported that their international perspectives were enhanced, their repertoire of teaching strategies and skills was broadened, and they felt more equipped to work effectively with multilingual students in their own contexts. There were also challenges related to their own cross cultural learning and English language proficiency. While most research has followed university students from the Global North traveling to another locale, this study is unique in that the participants were from Chile studying in the United States. The impacts of colonialism and anti-colonialism were explored that related not only to the institutional structures and geopolitical frameworks of the disparate regions but also educators’ thinking. Thus, to be globally competent in Chile may encompass different attributes than being globally competent in the United States.

摘要

在这项从智利到美国的短期海外留学计划的定性研究中，英语教学法的应聘教师报告说，他们发展出具有全球能力的教师特质。通过该计划的经验，智利教师候选人报告说，他们的国际视野得到了加强，他们的教学策略和技能范围得到了扩大，他们感到更有能力在自己的情况下与多语言学生一起有效地工作。他们自己的跨文化学习和英语水平也面临挑战。尽管大多数研究都是针对来自北半球的大学生到另一个地方旅行，但这项研究的独特之处在于参与者来自智利，他们在美国学习。探讨了殖民主义和反殖民主义的影响，不仅与不同地区的制度结构和地缘政治框架有关，而且与教育者的思想有关。因此，要在智利具有全球能力，与在美国具有全球能力相比，可能具有不同的属性。