By Lauren Kainrath
This fall, 23 educators from 13 countries have joined the UW–Madison School of Education community as part of the Fulbright Teaching Excellence and Achievement (Fulbright TEA) program. The visiting teachers arrived from countries across Eastern Europe and Central Asia on Sept. 11 and will be staying until late October.
The Fulbright TEA program has participants attend academic seminars with a specialized focus on media literacy. This includes topics such as new teaching methodologies, student-centered learning, instructional technology, and content-based instruction. It is funded by the U.S. Department of State, administered by IREX, and hosted by the School of Education’s Global Engagement Office.
“It is a joy to host this program to build connections with this cohort of teachers from other countries,” says Christina Eddington, coordinator of the Global Engagement Office. “These educators enrich our campus learning community by offering different perspectives, approaches, and ideas. In short, they provide a global experience for all of those involved. It is the Wisconsin Idea in action.”
While in Madison and as part of the program, the Fulbright TEA participants will continue to develop skills in media literacy and how to critically think about a range of issues in a global context. They also have the opportunity to observe the education system in the United States — and to share information about their educational background — during field experiences at Monona Grove High School and Verona Area High School.
But this program isn’t purely academic. The scholars get a taste of living in Madison with a range of fun, cultural activities like touring the Wisconsin State Capitol, visiting the Dane County Farmers’ Market on the Square, cheering on the Badgers at a football game, and celebrating with the School of Education at its annual Homecoming Tailgate event. Some excursions even go beyond the Madison area to places like Milwaukee and Devil’s Lake State Park.
“Being a part of the Fulbright TEA Program is incredibly important (and) offers a unique platform for educators to engage with a global network of teachers and professionals, promoting cross-cultural understanding and educational collaboration,” says Amalya Miranyan, an English educator from Armenia. “As an educator, this exchange not only broadens my perspective on teaching practices but also enhances my ability to address diverse classroom needs. I am eager to explore how media literacy can be effectively taught, empowering students to critically evaluate information, navigate media sources, and engage with digital content responsibly. The skills and experiences gained through this program have a ripple effect, benefiting not only myself but also my students, school, and broader community.”
“One of my primary goals is to learn about innovative teaching methods being implemented in American classrooms, particularly in terms of differentiated instruction, project-based learning, and student-centered approaches,” says Carmen Pascaru, an English and French teacher from Romania. “Another area of focus for me is how American schools implement inclusive education, especially for students with special needs and those from diverse backgrounds. Observing how inclusivity is embedded into daily teaching and learning will help me think critically about equity in education. I hope to bring back strategies that ensure all students, regardless of their abilities or backgrounds, have equal opportunities to succeed.”
Note: This story was funded in part by a grant from the United States Department of State. The opinions, findings and conclusions stated herein are those of the author and do not necessarily reflect those of the United States Department of State.