Transnational learning experiences and teacher transcultural capacity: the impact on professional practice – a comparative study of three Australian schools

Abstract

In school education, one of the few visible responses to increasing globalisation of educational practice has been the implementation of short-term experiential overseas student learning programmes. This paper analyses the results of a comparative research project on three Australian schools that offer such learning experiences. It argues that teachers who possess or who are capable of developing a transcultural – as opposed to an intercultural – capacity are more likely to be effective educators on these special programmes, as well as being more receptive to the personal and professional development that derives from participation in them.

Keywords:

• Teacher effectiveness
• transcultural capacity
• intercultural learning
• cultural competence
• transnational experiences

Acknowledgement

The author acknowledges the research assistance of Mr. Gary Bonar.