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Towards a “Response-Able Pedagogy” in Teacher Development Through Collaborative Online International Learning (COIL): An American-South African Partnership
Abstract
Using the “Response-Able Pedagogy” conceptual framework, the authors identify how their COIL course probed the enactment of the possibilities and challenges of the ethical and political practices of attentiveness, responsibility, curiosity, and rendering each other capable. In this chapter, the authors discuss how they promoted global awareness/citizenship and teacher development and strengthened their South African-American partnership through their COIL course. A total of 168 participants (120 preservice teachers from South Africa and 48 inservice teachers from the United States of America) collaborated through the online platform of Flip for 4 weeks and submitted COIL assignments used as data sources. Results will discuss the key learnings through the use of a “Response-Able Pedagogy” framework and towards strengthening the curriculum. Future pedagogical considerations to enhance COIL courses and partnership development will be addressed.
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