Contribution in an anthology

Appeared in: Internationalization of Teacher Education in Higher Education. Theories, Concepts and Practical Approaches of Virtual, Blended and Physical Mobility

Editor list: Brück-Hübner, Annika; Müller, Ulrike B.; Seifert, Anja

Publication year: 2024

Pages: 57-66

ISBN: 978-3-7639-7734-5

Open access status: Gold

DOI Link: https://doi.org/10.3278/I77352W005

Title of series: Blickpunkt Hochschuldidaktik

Number in series: 142

Abstract: 

The implementation of virtual international courses in teacher education is often associated with the claim to promote students' intercultural learning. Based on a closer examination of the constructs of "culture" and "(inter)cultural learning", this article argues that virtual international courses do not automatically lead to intercultural learning and reflectivity. Based on a theoretical analysis, didactic implications are presented that can promote intercultural learning in the context of virtual international courses.

Harvard Citation style: Brück-Hübner, A. (2024) Promoting Intercultural Reflexivity and Learning in Virtual International Learning Environments – Theoretical Suggestions and Didactical Implications, in Brück-Hübner, A., Müller, U. and Seifert, A. (eds.) Internationalization of Teacher Education in Higher Education. Theories, Concepts and Practical Approaches of Virtual, Blended and Physical Mobility. Bielefeld: wbv, pp. 57-66. https://doi.org/10.3278/I77352W005

APA Citation style: Brück-Hübner, A. (2024). Promoting Intercultural Reflexivity and Learning in Virtual International Learning Environments – Theoretical Suggestions and Didactical Implications. In Brück-Hübner, A., Müller, U., & Seifert, A. (Eds.), Internationalization of Teacher Education in Higher Education. Theories, Concepts and Practical Approaches of Virtual, Blended and Physical Mobility (pp. 57-66). wbv. https://doi.org/10.3278/I77352W005