Plurilingual and Intercultural Education in Teacher Training Mobility: Experiencing and Implementing PluriMobil
Lade...
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2016
Typ der Arbeit
Studiengang
Sammlung
Typ
04 - Beitrag Sammelband oder Konferenzschrift
Herausgeber:innen
Kürsteiner, Brigitte
Bleichenbacher, Lukas
Frehner, Ruth
Kolde, Antje-Marianne
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Teacher Education in the 21st century: A Focus on Convergence
Themenheft
DOI
Link
Reihe / Serie
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
198-222
Patentnummer
Verlag / Herausgebende Institution
Cambridge Scholars Publishing
Verlagsort / Veranstaltungsort
Newcastle
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Mobility programs for learning purposes, such as physical class
exchanges or forms of virtual mobility, have long been recognised as
powerful instruments for plurilingual and intercultural education. At the
same time, it is clear that spending time in a different environment need
not necessarily result in higher intercultural or linguistic skills. Such
experiences will result in more sustainable learning outcomes when they
are carefully prepared, accompanied, and followed up on, for instance by
the use of different portfolio instruments and other appropriate materials
enhancing plurilingual and intercultural learning. This principle is at the
heart of PluriMobil, a project at the Council of Europe’s European Centre
for Modern Languages (ECML). In this chapter, we present the theoretical
underpinnings of this educational project, and report on its implementation
in teacher training in a German-speaking Swiss context. There, the future
teachers draw from their own experiences to design pedagogical scenarios,
in their future work as teachers at primary, lower or upper secondary
levels. The aim is to foster coherence across educational levels by the use
of comparable didactic instruments, and to prepare teachers for worthwhile
mobility experiences with their classes. Finally, we discuss to what extent this focus on didactic innovation also contributes to integrating mobility into teacher training curricula in a more coherent way.
Schlagwörter
intercultural education, PluriMobil, student mobility learner autonomy, language learning
Fachgebiet (DDC)
400 - Sprache, Linguistik
370 - Erziehung, Schul- und Bildungswesen
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
1-4438-9058-8
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Publikationsstatus
Veröffentlicht
Begutachtung
Fachlektorat/Editorial Review
Open Access-Status
Lizenz
Zitation
EGLI, Mirjam, 2016. Plurilingual and Intercultural Education in Teacher Training Mobility: Experiencing and Implementing PluriMobil. In: Brigitte KÜRSTEINER, Lukas BLEICHENBACHER, Ruth FREHNER und Antje-Marianne KOLDE (Hrsg.), Teacher Education in the 21st century: A Focus on Convergence. Newcastle: Cambridge Scholars Publishing. 2016. S. 198–222. ISBN 1-4438-9058-8. Verfügbar unter: http://hdl.handle.net/11654/24252