Education Sciences, Vol. 15, Pages 1172: “This Was Eye-Opening for Me”: A Case Study of Insider Perspectives on an International Program in Norway

Education Sciences doi: 10.3390/educsci15091172

Authors:
Åse Nylenna Akslen
Modgun Ohm
Aihua Hu

This article explores the impacts of various components of an international program on the professional development of both international and local student teachers. The primary data source comprised the participants’ narratives across four cohort years (2019, 2021, 2022, and 2024, n = 50), supplemented by focus group interviews (n = 3) with eleven students from the 2021 cohort. Data were analyzed deductively, guided by the overarching purpose of teacher education and Biesta’s three functions of education. Our findings reveal that the international program significantly enhances participants’ qualification as future teachers, notably in professional competence, pedagogical knowledge and skills, intercultural competence, and subjectification regarding the ability to make independent professional decisions for their future careers. Additionally, the inclusion of both international and local students provides mutual benefits, albeit to varying extents and in different ways. The results suggest that thoughtfully designed program components and the integration of international and local students in higher education yield substantial benefits for all participating student teachers.

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Åse Nylenna Akslen www.mdpi.com