Bridging Cultural Borders: American Students Cross-Cultural Teaching Experiences in Hungary

Type of Abstract (select):

Abstract (max. 250 words):
Many cultures and languages populate contemporary classrooms in the United States of America which challenges educators to meet the needs of English language learners and overcome the cultural perceptions formed by the media and marginal textbook information. In exploring best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums (Dennis, 2003; Lane, 2003). According to Bruce, Podemski, and Anderson (1991), incorporating a global perspective into teacher education will ensure that educators have the knowledge and skills to promote the development of a global perspective in their students. In recent years the College of Education at Florida Gulf Coast University has initiated an international agreement for internship exchanges with Szent Istvan Egyetem in Hungary.
This presentation will highlight the international field experience of pre-service teachers from Florida and Hungary and their initiatives to meld cultural understanding and English Language Learning by using culture kits prepared by students in American and Hungarian early childhood and elementary classrooms.
The purpose of this presentation is to chronicle the journey of translating standards into practice by engaging pre-service teachers in experiences and environments that required them to utilize pedagogy to construct new knowledge for themselves and their students in the United States and Hungarian Laboratory Schools. It is also hoped that this presentation will motivate practicing professionals, at all levels, to explore trans-cultural opportunities within their own environments and abroad.

References:
Bruce, M. G., Podemski, R. S, & Anderson, C. M. (1991). Developing a global perspective: strategies for teacher education programs. Journal of Teacher Education, 42 (1), 21-27.

Dennis, M. (2003). Nine higher education megatrends, and how they affect you. Distance Education Report, 7 (24), 6.

Lane, K. (2003). Reports, educators call for more study-abroad programs. Black Issues in Higher Education, 20 (22), 11-12.



Brief Professional Bio (max. 100 words):
Elia Vázquez-Montilla, Ph.D., Professor.
Dr. Vázquez-Montilla completed her B.A. and master’s degree (M. Ed.) in Education, Administration and Supervision at the University of Puerto Rico. In 1991, she received her Ph.D. from the University of Florida with majors in curriculum and instruction, elementary education, and multicultural bilingual education. Dr Vázquez-Montilla has been working with linguistically and culturally diverse students and families in Florida since 1987 and is a founding faculty and professor of the College of Education at Florida Gulf Coast University. In 2003 she was the recipient of the University Senior Faculty Teaching Excellence Award. She has published numerous articles and has presented at state, national, and international professional conferences.

Jackie Greene, Ed.S., Student Teaching Coordinator.
Jackie Greene completed her B.A. and master’s degree (M.Ed.) in Early Childhood Education and Child Development at Kent State University. She completed her Ed.S. in Curriculum and Instruction and is currently completing her Ed.D. in Curriculum and Instruction at Florida Gulf Coast University. Mrs. Greene has been working with pre-service teachers as Student Teaching Coordinator and as a member of the Literacy Faculty since 2005. Mrs. Greene is a National Board Certified Teacher and has worked with the faculty of Szent Istvan’s Egyetem since 2008 to facilitate multiple student teaching exchanges. She has been a Guest Lecturer at Szent Istvan Egyetem and presented at state, national and international professional conferences.