“I want to know more about the world”: A case study of international-mindedness as a means of music teachers’ professional development in China
The concept of “international-mindedness” is central to many international curricula, and often sits at the heart of international education policies and programs. Research indicates many strengths and advantages to international-mindedness in education. However, in China, a majority of teachers who do not teach in international schools will have few opportunities to access or learn about this style of education.
Beginning in 2017, I offered an online music teacher’s professional development course reflecting international-mindedness pedagogical approaches, encouraging teachers to apply the techniques to their own teaching. This present dissertation focuses on class sessions from December 2018 to April 2019, to explore and analyze Chinese xiaowai (outside of school) music teachers’ experiences with international-mindedness as a means of professional development.
Results from these teachers’ journals, teaching reflections, and interviews reveal teachers’ experiences in regard to international-mindedness throughout the online course; and some benefits, limitations, and barriers they encountered when they tried to switch their traditional way of teaching into an international mode. The conclusions from this research include: (1) international-mindedness may be essential for xiaowai music teachers from China to change their traditional way of teaching; (2) there are some visible and invisible gaps among Chinese music teachers in their application of international-mindedness to their teaching environment; and (3) in regard to Chinese music teachers’ professional development, there is a need to explore a more “Chinese” way to implement international-mindedness.
Advisers/Committee
