Gateways to New Learnings: Walking to Re/Vision an International Practicum

Authors

  • Christine L. Cho Nipissing University
  • Julie K Corkett Nipissing University

DOI:

https://doi.org/10.25071/1916-4467.40587

Keywords:

mindful walking, international practicum, curriculum

Abstract

We engage in a creative exploration of the ways in which a walk provided us with insights into how we might enhance the curriculum for a teacher education international practicum in Italy. Drawing from a currere framework, we shifted to mindful walking, and we tell our story in three parts that represent the various stages of our mindful engagement: intention; attention; and attitude. Walking in this way provided the impetus for us to re-examine the curriculum of the international practicum. We argue that mindful walking has the potential to increase observation skills and open up ways to develop deeper cultural connections in an international practicum. We consider what those connections could do to enhance the practicum and our teacher candidates’ experience.

Author Biographies

Christine L. Cho, Nipissing University

Christine L. Cho, PhD is an Associate Professor at Nipissing University’s Schulich School of Education. Christine utilizes visual media and critical pedagogy to contribute to current educational conversations on racial, ethnic, socio-economic, linguistic and LGBTQ2+ representation in schools, specifically exploring the constructions and understandings of teacher identity.

Julie K Corkett, Nipissing University

Dr. Julie K. Corkett is a tenured Associate Professor at the Schulich School of Education. Dr. Corkett’s research interests pertain to special education, educational psychology, teacher education, pedagogy, and technology. She has published several peer-reviewed articles and book chapters pertaining to these topics and has presented her research at numerous international and national conferences.

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Published

16-03-2021

How to Cite

Cho, C. L., & Corkett, J. K. (2021). Gateways to New Learnings: Walking to Re/Vision an International Practicum. Journal of the Canadian Association for Curriculum Studies, 18(2), 150–162. https://doi.org/10.25071/1916-4467.40587