Articles & Chapters - Critical reflection is, " a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture." Francis Bacon (1605)

Critical reflection is, " a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture." Francis Bacon (1605)

Internationalization through Research Collaboration.

Successful international research collaborations are those where positive relationship building, trust, a willingness to learn, and mutual respect are central. In contrast, unsuccessful collaborations are those where the needs of either partner are neglected. The problems with unsuccessful international research collaborations in higher education relate often to poor relationship building, lack of purpose, planning, leadership, and an unwillingness to learn to adapt and to accept new cultures

Reflections on Learning Experiences of International Students in Sweden

Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored the teaching and learning experiences of international students studying in Sweden, Carol Rodger's (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation

Swedish Final Year Early Childhood Preservice Teachers’Attitudes, Concerns ,and Intentions towards Inclusion

The findings of this study suggest that preservice teachers’ strong self-efficacy beliefs about inclusion lead to positive attitudes and intentions to use inclusive practices in their future teaching. Authentic and inclusive learning experiences during teacher education programs and taught by excellent teacher educators is one way to support preservice teacher confidence building to include all children in the learning journey.

Cross-cultural “distance”, “friction” and “flow”: exploring the experiences of pre-service teachers on international practicum

The focus of this paper is to illustrate Australian regional pre-service teachers’ perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development

In favor of mature-aged graduates(MAGs) – tapping the potential for real educational change

This study reports on a small cohort of MAGs’ experiences in a one-year postgraduate teacher education program focusing on middle schooling. Findings from this study suggest MAGs benefit from being part of an innovative workshop program run in parallel with the Graduate Diploma program. Although the Graduate Diploma had provided them with significant challenges, the workshop impacted positively on participants’ emerging middle school teacher identity.

Teaching Primary Years (Chapter)

It is important to remember that you can be the leader that you want to be. Leadership is important for all primary schools and opportunities should be made available to staff and students to take ownership and responsibility for learning within the school. This chapter has provided an overview of the leadership for learning program as one example of effective school leadership. As a future leader, it is important to have continual dialogues with staff, students, and the school community. It is also important to find a leadership style that you are comfortable with and that you feel you can make a strong contribution to the school community with.