Cosmopolitanism in a World of Teachers: American Student Teachers in a Chinese School

Cosmopolitanism in a World of Teachers: American Student Teachers in a Chinese School

John K. Lee, Ivonne Chirino-Klevans
Copyright: © 2018 |Pages: 17
ISBN13: 9781522529248|ISBN10: 1522529241|EISBN13: 9781522529255
DOI: 10.4018/978-1-5225-2924-8.ch013
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MLA

Lee, John K., and Ivonne Chirino-Klevans. "Cosmopolitanism in a World of Teachers: American Student Teachers in a Chinese School." Digital Transformation and Innovation in Chinese Education, edited by Hiller A. Spires, IGI Global, 2018, pp. 232-248. https://doi.org/10.4018/978-1-5225-2924-8.ch013

APA

Lee, J. K. & Chirino-Klevans, I. (2018). Cosmopolitanism in a World of Teachers: American Student Teachers in a Chinese School. In H. Spires (Ed.), Digital Transformation and Innovation in Chinese Education (pp. 232-248). IGI Global. https://doi.org/10.4018/978-1-5225-2924-8.ch013

Chicago

Lee, John K., and Ivonne Chirino-Klevans. "Cosmopolitanism in a World of Teachers: American Student Teachers in a Chinese School." In Digital Transformation and Innovation in Chinese Education, edited by Hiller A. Spires, 232-248. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2924-8.ch013

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Abstract

Cosmopolitanism, an emerging educational context in the last decade, has come to mean many things. Three constructs—cosmopolitanism as experience; cosmopolitanism as multiculturalism; and cosmopolitanism as intercultural competency—provide ways to conceptualize American student teachers in a Chinese school context. In this chapter, a collection of critical incidents is presented to illuminate these constructs in the ways they support and extend the researchers' efforts to use technology to support an international student teaching program in China. Critical incidents describe an event or experience, something planned, if successful or not, or events that are coincidental in nature. Each critical incident is situational and serves as a snapshot to enable discussion and consideration of related issues leading to action. The critical incidents in this chapter show the ways that teachers used technology to deepen their intercultural competencies through the lens of cosmopolitanism while taking into account similarities and differences in the partners' approaches to effective education.

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