Global Collaboration in Teacher Education: A Case Study

Greg Neal, Terry Mullins, Anita Reynolds, Mark Angle

Concord University, Athens, USA.
Victoria University, Melbourne, Australia.

DOI: 10.4236/ce.2013.49078                

Abstract

Effective online collaboration is a valuable instructional approach appropriate for 21st century teaching and learning. This paper describes a case that involves two higher education student cohorts from the United States and Australia engaged in a global collaboration to promote an authentic teaching and learning experience. The collaboration aims to involve students in sharing, reflecting and synthesizing new knowledge to make a comparative analysis between education systems from the two countries. The global collaboration is matched against an Assessment and Teaching of 21st Century Skills framework to comprehend and justify this approach as part of a teacher education course. This case advocates the value of having future teachers using online resources in a global context as a way to effectively integrate new content with various technology resources to develop new learning and new relationships beyond their own culture.

Keywords

Teacher Education; Global Collaboration; 21st Century Teaching and Learning

Conflicts of Interest

The authors declare no conflicts of interest.

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