05 Sep2023
By Brooke Evans
As part of the Longview Foundation-supported Global Education Faculty Professional Learning Series, AACTE is proud to partner with member institutions Marist College, the University of Florida, and the University of Missouri-St. Louis as they discuss their international collaborations with teacher educators from Brazil, Ecuador, and South Africa. The webinar, “Cross-Cultural Collaboration: How EPPs Can Foster Relationships with International Partners,” will take place on Wednesday, September 20 from 1:00 – 2:15 p.m. ET via Zoom.
22 Aug2023
By Hiller A. Spires and Shea Kerkhoff
This blog article is part of the Global Education Faculty PLC Professional Development Series, sponsored by the Longview Foundation. The writing series aims to elevate the perspectives of international scholars, including teacher educators, graduate students, and alike, to offer insights into how educator preparation programs (EPPs) can integrate intercultural understanding within their programs. AACTE members interested in participating in the series should contact Brooke Evans at bevans@aacte.org.
Note: The AACTE Call for Awards is open for the 2024 Best Practice Award in Support of Global and International Perspectives, which recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas, and the 2024 Best Practice Award in Support of Multicultural Education and Diversity that recognizes the infusion of diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality educator preparation and professional development. If you wish to apply for one of these awards, please visit aacte.org. Applications must be received by September 1, 2023.
In response to a continuously changing and connected world, our new book published by Routledge, Critical Perspectives on Global Literacies: Bridging Research and Practice, explores research, theory and practice in the field of global literacies. We synthesized current research to derive our four-dimensional definition of global literacies, which we argue are literacies needed to learn and communicate in, about, with, and for an interdependent world, including:
- Literacy as a human right in all nations around the world
- Critical reading and creation of multimodal texts about global issues
- Intercultural communication with globally diverse others; and
- Transformative action for positive change that traverses borders.
11 Jul2023
By Brooke Evans
Our interconnected, global society highlights the importance of globally competent teaching to help students make sense of complex topics and issues worldwide and prepare young people for global citizenship. As part of AACTE’s Global Education Faculty PLC Professional Development Series, on Thursday, July 27, from 2:00 –3:00 p.m. ET, you are invited to learn about tools and strategies designed to help embed global education within K-12 classrooms. The webinar, Innovative Best Practices for Embedding Global Education in K-12 Classrooms, is for educators interested in developing students’ global competencies through classroom and community approaches. The goal is to showcase examples of pedagogy, practice, and actions teachers can employ with students in developing global competencies.
06 Jul2023
By Tunara Moore
A reminder that the prestigious James D. Anderson Outstanding Dissertation Award nomination period is quickly approaching. As the leading voice on educator preparation, AACTE is dedicated to recognizing excellence in our member institutions and the individuals who have made remarkable contributions to the field.
Learn more about the Dissertation Award, and submit your nomination by July 28. All other award nominations are due by September 1. This is your chance to shine a spotlight on the remarkable programs, practices, writing, research, and achievements that shape the future of educator preparation.
06 Jul2023
By Novea McIntosh
This blog article is part of the Global Education Faculty PLC Professional Development Series, sponsored by the Longview Foundation. The writing series aims to elevate the perspectives of international scholars — including teacher educators, graduate students, and alike — to offer insights into how Educator Preparation Programs (EPPs) can integrate intercultural understanding within their programs. AACTE members interested in participating in the series should contact AACTE’s Brooke Evans.
Note: the AACTE Call for Awards is open for the 2024 Best Practice Award in Support of Global and International Perspectives, which recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas. The 2024 Best Practice Award in Support of Multicultural Education and Diversity is also open and recognizes the infusion of diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality educator preparation and professional development. If you wish to apply for one of these awards, please visit aacte.org. Applications must be received by September 1, 2023.
While we celebrated with 2023 graduates from colleges across the United States, some students graduated this spring with more than a diploma. These students have passports in their hands to a global experience teaching abroad, as Fulbright recipients. A recent article published in the Chronicle of Higher Education (2023), highlighted “Fulbright U.S. Scholar and Fulbright U.S. Student Programs sponsored by the State Department’s Bureau of Educational and Cultural Affairs to support academic exchanges between the United States and over 150 countries around the world.”
26 Jun2023
By Kelly León
This blog article is part of the Global Education Faculty PLC Professional Development Series, sponsored by the Longview Foundation. The writing series aims to elevate the perspectives of international scholars — including teacher educators, graduate students, and alike — to offer insights into how Educator Preparation Programs (EPPs) can integrate intercultural understanding within their programs. AACTE members interested in participating in the series should contact AACTE’s Brooke Evans.
Note: the AACTE Call for Awards is open for the 2024 Best Practice Award in Support of Global and International Perspectives, which recognizes exemplary practice in the intercultural, global, cross-cultural, and international arenas. The 2024 Best Practice Award in Support of Multicultural Education and Diversity is also open and recognizes the infusion of diversity throughout all components of a school, college, or department of education (SCDE) as critical to quality educator preparation and professional development. If you wish to apply for one of these awards, please visit aacte.org. Applications must be received by September 1, 2023.
We believe preparing educators to be globally competent should be at the heart of our work as teacher educators. At San Diego State University, my colleague Gina Vattuone and I co-lead a single-subject credential cohort with the goal of preparing globally-competent teacher candidates. Each year, the cohort invites secondary teacher candidates from all subject areas to self-select into the cohort. After eight years, we have realized the importance of helping teacher candidates understand their own positionality in relation to others. We invite them to reflect on their own cultural ways of knowing and being and how these relate to the dominant, mainstream cultures of most American schools. We also want them to understand how they relate to the histories, geographies, and cultures of the young people they teach. By better understanding themselves in society, we believe teacher candidates are more able to understand their students and how to teach them.
19 Jun2023
By AACTE
While traveling throughout Scandinavia to attend the International Women’s Forum conference, AACTE President and CEO Lynn M. Gangone took time in Helsinki, Finland to visit with Katarina Murto, president, Opetusalan Ammattijärjestö OAJ, the Finnish Teachers Union.
09 May2023
By Taraneh M. Haghanikar
This blog article is part of the Global Education Faculty PLC Professional Development Series, sponsored by the Longview Foundation. The writing series aims to elevate the perspectives of international scholars — including teacher educators, graduate students, and alike — to offer insights into how Educator Preparation Programs (EPPs) can integrate intercultural understanding within their programs. AACTE members interested in participating in the series should contact AACTE’s Brooke Evans.
Incorporating diversity into the curriculum has never been more relevant or necessary.
Culturally competent teaching begins with acknowledging and embracing the considerable diversity students bring to the classroom and it builds on the culturally relevant literature utilized in teaching. However, teachers with minimum or no prior diversity experience are less likely to make informed decisions in their book selection. Failure to properly design inclusive lesson plans could create and maintain misunderstanding between teachers and students, further contributing to the cultural gap between them.
21 Mar2023
By Brooke Evans
AACTE is still accepting applications from all AACTE member faculty and Ph.D. students who are interested in joining the Longview-supported Global Education Faculty PLC.
The Global Education Faculty Professional Learning Community (PLC ) will provide a peer support network and professional development to faculty and Ph.D. students at comprehensive teacher preparation programs to effectively integrate global teaching competencies within their curriculum and practices.
24 Jan2023
By Brooke Evans
Through the generous support of the Longview Foundation, the American Association of Colleges for Teacher Education (AACTE) is launching a new Global Education Faculty Professional Learning Community (PLC). This PLC will provide a peer support network and professional development to faculty at comprehensive teacher preparation programs to effectively integrate global teaching competencies within their curriculum and practices.
A long-time supporter of AACTE, Longview Foundation Executive Director Jennifer Manise reflects on why the foundation has invested in AACTE since 1967: “the Longview Foundation made a grant to AACTE in its inaugural year to bring global perspectives to teacher education programs. In 2023, Longview awarded our eighteenth grant to AACTE. Together, we will support faculty development and innovative programming to prepare new educators and their students to be globally ready.”
13 Dec2022
By Michael Putman
As a member of AACTE’s Global Diversity Committee and a professor at the University of North Carolina at Charlotte, I was selected as a Fulbright Global Scholar for 2022-23. My Fulbright project focuses on three primary objectives: 1) to learn about the development and delivery of clinical experiences in international settings; 2) to determine how the COVID-19 pandemic impacted practices associated with the delivery of clinical experiences and preparation of teacher candidates; and 3) to create an international collaborative for continued learning and development of knowledge associated with clinical experiences.
29 Nov2022
By Novea McIntosh and Rochonda Nenonene
Professional organizations with membership across the globe are serving as conduits to support and continue education for students in Ukraine during the war. Not all Ukrainian students will leave their country to find a safe haven to continue their education. With the world digital divide narrowing, a brutal pandemic forcing us globally to rethink and embrace virtual learning, and a need for creating community across the globe, we soon realized the urgency of attending to students’ needs.
21 Nov2022
By Shea Kerkhoff
Internationalizing teacher education is increasingly important as the world continues to grow interconnected. You are invited to take part in a research study about the current state of internationalization across institutions of teacher education in the United States. This survey was created by researchers at the University of Missouri – St. Louis in partnership with the Longview Foundation and the AACTE Internationalizing Teacher Preparation Topical Action Group (TAG).
This is a follow-up to a survey conducted in 2017 asking deans/directors of teacher education programs to reflect on their efforts to internationalize and will investigate trends over time.
07 Oct2022
By AACTE
What are the three best reasons to apply for a 2023 AACTE Best Practice Award?
- Showcase your educator preparation program as a model for other higher education institutions
- Receive national recognition from your peers
- Celebrate your team’s contributions that are revolutionizing education for all learners
04 Oct2022
By AACTE
AACTE is currently accepting entries for the 2023 awards. The AACTE Awards Program recognizes excellence in both member institutions and individuals who have made significant contributions to the field of educator preparation.
For most of the awards, programs and individuals can be either self-nominated or nominated by a third party. The deadline to apply is October 31, 2022. Learn more about the 2023 AACTE Awards, eligibility and criteria.
