Abstract
This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engaged together online to share intercultural perspectives and experiences on a range of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through the process of discussing and documenting diverse cultural and educational practices ‐ for example the age children start school, the involvement of parents in education, uniforms, daily routines, inclusion, and technology ‐ student teachers reflected on values, beliefs, traditions and aspirations. Findings relate to intercultural communication and intercultural praxis. Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study is that online engagement provides a sustainable and accessible strategy to enrich interculturality in teacher education.
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