Transformative Innovation in teacher education: Research toward a critical global didactica

• Published in: Teaching and teacher education Vol. 123; p. 103974
• Main Authors: Hauerwas, Laura Boynton, Gomez-Barreto, Isabel María, Boix Mansilla, Veronica, Segura Fernández, Raquel
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-03-2023
• Subjects: Criticality; Intercultural; Migration; Pedagogy; Preservice; Professional development; Pedagogy; Professional development; Preservice; Intercultural; Migration; Criticality
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2022.103974

Ours is a world of constant movement and forced displacement of millions of people. Preparing teachers to navigate this world calls for renewed pedagogical practices centered on values and critical global competence. This multi-case study investigates how teacher education faculty across Spain, USA, and Italy collaborated with their students to advance didactic innovations that engage reflexive, socio-emotional, and intercultural processes using thinking routines and storytelling about migration. Our research gives voice to students and faculty and makes emotions and cognitive understandings visible within dialogical practices. Implications for faculty facilitating professional development emphasize learning networks and reflexive scholarship and teaching.
•Dialogic pedagogy mobilizes critical thinking and emotional connections between students and teachers in different geographical contexts.•Social emotional thinking routines and immigration storytelling provide a space for reflection and understanding of global teaching.•Students and faculty become aware of their cultural beliefs and prejudices and how they impact their values and actions.•A dialogical approach to engaged global scholarship is central to the transformation of teacher educators