Comparing education with educators:

Matthew A.M. Thomas, Ph.D. – @MThomasEdDevDepartment of Educational Studies, University of Wisconsin-La Crosse

Exploring the utility and sustainability of comparative

education coursework with future teachers

Outline

Introduction Institutional Context Conceptual Framework Research Methods Findings Discussion and Conclusion

Introduction

“Our linguistic and cultural myopia is losing us friends, business, and respect in the world.”– J. William Fulbright, U.S. Senator from 1945-1975

“We need students who are knowledgeable about the world and who have an understanding of how other cultures

work and how other people think.” – Dr. Tony Evers, Wisconsin State Superintendent

Institutional Context

University of Wisconsin-La Crosse Mid-sized state-university 11,000 graduate and undergraduate students 40% first generation college students

Teacher Education Programs Early childhood Elementary education Secondary education K-12 certification (e.g., music, art, Spanish)

EDS 309: Ed in a Global Society

Required for pre-service teachers Four sections per semester (max 24 students

in each class) Course texts:

Comparative and International Education: Issues for Teachers (Mundy, Bickmore, Hayhoe, Madden, & Madjidi)

Teaching in Tension: International pedagogies, national policies, and teachers’ practices in Tanzania (Vavrus & Bartlett)

EDS 309: Ed in a Global Society

EDS 309: Ed in a Global Society

Pedagogical Challenges Only 2-credits Students enroll at all points (anytime between

their second and second to last semester) Non-metropolitan and primarily non-international

context Students have limited exposure to global themes

Conceptual Framework

Comparative education (CE) is distinct from multicultural/intercultural education and other ‘diversity’ courses

CE is important for teacher education (TE) CE is often absent or marginalized within TE Therefore, a teacher-focused comparative

education pedagogy is vital to the growth of the field and future teachers

Conceptual Framework

I propose two key elements: Constant comparison of contexts The meta-pedagogy method (Thomas & Yehle, under

review)

Meta-pedagogy method: Plan a pedagogical approach that supports the

content and implement it using effective practices Engage in a meta-pedagogical discussion about

the teaching practices

The Meta-Pedagogical Method

What… …was the name of the activity we just completed?

Why… …did we utilize this particular pedagogical approach?

Where… …might we use this approach in a unit/semester?

When… …might we use this approach during a lesson or session?

How… …was the process facilitated?

Examples

Forming Groups Giving directions Forming pairs (e.g., numbered, height, age) Moving around the room

PISA, TIMMS, & PIRLS Africa Quiz Forms of assessment Reporting scores

Research Methods

Self-study and case study 40 pre-service teachers Two different sections of EDS 309

Data Fieldnotes and recordings of in-class discussions In-depth interviews Student assignments Student survey

Findings

Based on the first 6 weeks of this course, how would you rate the importance of the CONTENT for you as a future teacher?

# Answer Response %

1 Extremely Important 10 30%

2 Very Important 16 48%

3 Somewhat Important 6 18%

4 Somewhat Unimportant 1 3%

5 Very Unimportant 0 0%

6 Not at all Important 0 0%

Total 33 100%

Findings

Based on the first 6 weeks of this course, how would you rate the importance of the

META-PEDAGOGICAL DISCUSSIONS for you as a future teacher?

# Answer Response %

1 Extremely Important 23 70%

2 Very Important 10 30%

3 Somewhat Important 0 0%

4 Somewhat Unimportant 0 0%

5 Very Unimportant 0 0%

6 Not at all Important 0 0%

Total 33 100%

Findings

The most awesome aspect of this course, and something new that I haven't experienced so far in my college career, is the meta-pedagogical approach to learning.

This daily focus on evaluating exactly how and why we do the activities we do and how to facilitate them as a teacher is training me to have a heightened awareness of the implications of everything going on in the classroom.

Nothing about a lesson or activity can be overlooked or simply assumed without some critical thought on its purpose and effectiveness.

Findings

Talking about different techniques in the classroom is my favorite part because we actually use them in class as well.

Also, the different stories from around the world are interesting to compare to our experiences.

Findings

I think this course is extremely interesting and beneficial.

I love how we are allowed to discuss and apply the knowledge we have learned.

This class gets me excited to be a teacher and I have learned interesting facts about African countries and education specifically.

Discussion

Legitimize CE in TE Grow CE through TE Study CE in TE

1919

Thank You

Matthew A.M. Thomas, Ph.D. Assistant Professor

Department of Educational Studies

University of Wisconsin-La Crosse

mt1187@yahoo.com — @MThomasEdDev