The UW–Madison School of Education hosted 21 secondary-level educators from abroad this fall as part of the Fulbright Teaching Excellence and Achievement (Fulbright TEA) program, which is funded by the U.S. Department of State and administered by IREX.
These teachers, who came to Madison from 17 different countries across Eastern Europe and Central Asia, arrived Sept. 13 and stayed through the end of October.
“The presence of the Fulbright participants enriches the UW–Madison campus learning community, and we are incredibly honored to have such a talented and passionate group of scholars here,” said Jamie Welling, the associate director of the School of Education’s Global Engagement Office, which is leading the hosting efforts.
The teacher-scholars were here for an academic program focused on media literacy, technology, contemporary issues in education, and language pedagogy. The program included a field experience component at either Monona Grove High School or Verona Area High School.
The group is also enjoyed some fun activities, like touring the Wisconsin State Capitol and checking out the Dane County Farmers’ Market, taking in a Badgers football game, visiting Chicago, and attending the School of Education’s Homecoming Tailgate event Oct. 7 at Union South.
“It is an honor to be a grantee of such a prestigious program as the Fulbright TEA program,” Erzsébet Jáger, a visiting educator from Hungary, said during the visit. “This is a once-in-a-lifetime opportunity for all of us to learn about the theoretical questions and the methodology of media literacy from real experts and from each other. Also, getting a first-hand practical experience at Verona and Monona Grove High Schools is a unique opportunity to get insight into a fairly different educational model than what we have in our home countries. We will not be able to implement everything we see, however, we can bring some changes in the perspective of our teaching method and apply various methodological tools and practices.”
“The TEA program has provided a great variety of different teaching methods, skills, techniques, and experiences so far,” Daniel Gonos, a teacher of English language and philosophy from Slovakia, said during the visit. “I have the opportunity to (learn about) the educational system provided by UW and area high schools and compare it to my home school. I have learned so much about digital and media literacy, critical thinking, and new teaching methods, which can be very useful during my lessons back home. Last but not least, I have met so many amazing people, faced wonderful American culture, tried great meals, and visited so many interesting places. I am looking forward to the next couple of weeks of this incredible program!”
Several of the visiting teachers also took the time to share thoughts about their experience before heading home. Following is a sampling of responses:
Özcan Çiçek, from Turkey
“My experience … has been nothing short of unique and truly a once-in-a-lifetime opportunity. It has left an indelible mark on my professional and personal life, and I’m immensely grateful for the chance to be a part of this program. One of the most enriching aspects of the program has been the opportunity to collaborate with colleagues from Europe. Working alongside fellow educators from different parts of the world has broadened my perspective on teaching and has been a constant source of inspiration. The exchange of ideas, teaching methods, and cultural insights has been invaluable.”
Lenka Zgútová, from Slovakia
“This has been a once-in-a-lifetime-experience. It feels like a dream coming true in many ways: experiencing everyday life in the USA; encountering professional growth even after 25 years of teaching in my country; meeting inspiring teachers from 17 different countries all around Europe and Central Asia; working together with experienced teachers from U.S. high schools; and seeing some iconic places and events that I have known so far only from films or postcards.”
Firuza Khudoidodova, from Tajikistan
“I have developed my skills in media literacy and lateral reading. I hope that the knowledge gained here will help me empower my students to be active and critical consumers of media rather than passive recipients. I will also help students question, analyze, and deconstruct media messages, enabling them to become more independent thinkers and make informed decisions.”
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.