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This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.

The study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.

The study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.

One of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.

The practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.

The social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.

The case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.

This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric terms. The international school landscape has changed significantly in the last 20 years, leading to the rise of type C non-traditional international schools, which requires a reconceptualisation of the international teacher. The purpose of this paper is to explore how a Chinese English teacher (Daisy) in an internationalised school in Shanghai constructed her identity as an international teacher.

This paper drew upon concepts from the teacher identity literature in order to construct a comparative conceptual framework comprised of personal, professional and cross-cultural domains of experience. Commensurate with this framework, in-depth phenomenological interviewing and member-checking were utilised in order to gain access to the participant’s lived experiences. Member-checking and data analysis became a dialogic and recursive process in which rapport was continually maintained and strengthened through the sharing of raw and analysed data, with additional comments and suggestions being fed back into an emerging interpretation in order to generate more data and enhance validity.

The findings highlighted how Daisy was active in not only constructing her identity as an international educator but also mobilising this identity to challenge the western-centric nature of international education. The findings also revealed moments of discursive dissonance. Daisy simultaneously constructed an identity as an “internationalising” teacher, but was also constructed as an international teacher through a discourse that presented international education as constructivist, and therefore western-centric, in nature. Implications and recommendations are made for practice and research based on these findings.

This paper offers an alternative perspective on the international teacher experience, which continues to be western-centric in focus, by exploring the development of an international teacher identity from a Chinese perspective.

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

This paper has been developed to explore and discuss aspects related to teaching social justice, equity and inclusive understandings to business students in an Australian university, in particular within the area of disability inclusion in business settings. This paper seeks to describe the author's journey of reflection and re‐definition of disability and to serve as a case study for other academics interested in pursuing a similar path in other areas of tertiary business education.

This paper has adopted a self‐study research approach that, through the use of reflection in and on practice, seeks to improve the practice of teachers by understanding themselves as teachers, the purpose of which is to ultimately assist in improving the education.

This paper identifies some positive outcomes of using thirdspace pedagogical teaching practices. These outcomes include the opportunity for international and local students to develop deeper understandings with respect to cultural influences concerning the conceptualisation of contested concepts as well as the opportunity for tertiary educators to further develop their knowledge and understanding of cultural diversity within specific course content.

This paper recommends the need to support and encourage thirdspace pedagogical teaching as a valued and useful educational approach; the need for academic teaching to proactively seek ways to include both non‐western and western perspectives in teaching material; and the need for teaching academics to share and disseminate tacit teaching experiences of international students to the broader academy.

This paper contributes to increasing the understanding of tertiary sector pedagogical teaching practices, particularly within an internationalised curriculum setting.

Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.

This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.

This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”

This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.

Through a retrospective, reflective, descriptive methodology, three researchers explore their experiences as teacher educators. Interactions with a variety of educational stakeholders in Guatemala resulted in new perspectives about culture, language, instruction, literacy materials, and access. Even though each researcher had a distinct background, global experience, and teaching expertise, they collaborated for data analysis and describe how their new international perspectives renews teaching and subsequently invigorates the learning of students back in the institutions of higher learning in the United States. All three brought their new learning into their higher education venues back in the United States to better prepare literacy educators for today’s global world.

This paper examines the cross-cultural internship teaching experience of a mainland Chinese student of a Master's program on adult education in a Macao university.

Using autobiography, the data were collected from the teaching journals, biographical notes, and deep reflections of the student teacher, tracking the whole process of cross-cultural internship teaching. The data were analyzed in a grounded way, by scrutinizing the process to overcome the difficulties and challenges encountered in the two-month internship teaching period.

Three key themes were identified: (a) constructing relationship with mentor teacher as the key condition; (b) classroom interaction as an important influencing factor; (c) professional identity as the result of the learning-to-teach process. Furthermore, this paper reveals an adaptation process during the internship, where the student teacher went through three phases, namely, novice anxiety, adjustment, and ability acquisition.

This paper’s analysis on the internship teaching experience reflecting practical issues in the process has extended the literature of academic adaptation in internship learning of non-local students. Based on this cross-cultural student case under the unique mainland China-Macao cross-border context, some suggestions are provided for university policy makers and educators in Macao.

Numerous studies have explored international students' and graduates' experiences around the globe but with less emphasis on exploring international academics' experiences. Internationalisation of higher education is not only about international students, it also includes mobility of academic staff members. Therefore, this chapter reflects on my ups and downs as well as many other opportunities that I gained in a privileged journey as an international early-career academic from Malaysia. The chapter starts with my personal experiences of how I identify myself as an international academic, the motivations to migrate, professional challenges that I face not only as an international academic but also as an early-career academic, the strategies that I adopted to overcome the challenges and how I self-created opportunities not only for myself but also for other colleagues – international academics and early-career academics. I will end the chapter with significant successes that came my way.

Clinical practice provides teacher candidates with opportunities to link teaching and learning theory to practice in a supported environment with strong mentorship through their initial phases of teaching. Teacher candidates wait in anticipation for the opportunity to get into classrooms to work alongside veteran teachers to promote student learning and achievement. This article presents one educator preparation program’s (EPP’s) innovative program that spans the boundaries of the USA to provide teacher candidates with a two-week intensive full-time clinical placement in schools located in the Cotswold Region of England.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals, and a synthesis of the literature on global education and its value in educator preparation.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals and a synthesis of the literature on global education and its value in educator preparation.

This article highlights one university’s innovation that places teacher candidates in the classroom for a two-week full-time immersive clinical experience in various schools in England. As early as their sophomore year, teacher candidates can participate in this study abroad program and do so while developing their own cultural competence and global citizenship.