International Career Development in Education: What Teachers Bring Home (original) (raw)
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Working Overseas: An Ideal Way to Improve Teaching Profession
International Journal of Social Sciences & Educational Studies, 2017
Working abroad as a teacher is a great opportunity to develop teaching skills. Teachers develop new teaching strategies and transfer them to their own countries, learn how to use technological devices effectively in the classroom, learn about other people and other cultures and share their experiences with their students to create a stress free learning environment. These notions help teachers facilitate learning and make difference in teaching. Moreover, teachers with international experience can understand their students better. They can discern the needs and difficulties the students have and develop teaching strategies to help students with them. This paper explains the benefits of working abroad and writes about experiences of some teachers who worked overseas.
The Effects of Teaching Abroad on Personal and Professional Development
International Journal of Social Sciences & Educational Studies, 2017
With increasing global change, schools have become more culturally diverse recently. Teachers must address the needs of students from diverse backgrounds to create an effective learning environment through personal and professional development. They need to increase their cultural awareness, and develop their teaching skills to create a learning setting in which students respect each other. Working abroad help teachers expose to innovative learning styles, educational materials and curricula which play key roles in the development of their teaching practice. Furthermore, living in a different culture enables teachers to gain new skills and knowledge which they can integrate into their own teaching strategies. This article presents the benefits of working abroad in many aspects.
The Role of Experience in the Making of Internationally-Minded Teachers
Teacher Education Quarterly, 2007
I think it is hard to describe how much I got from going to Ireland. It is so much more than just a teaching experience. (American student teacher in Ireland) I learned that the United States is not the center of the universe. (American student teacher in Australia) The problems faced around the world span national borders and will only be solved through the coordinated efforts of people from a variety of cultural backgrounds-or they are not likely to be solved. Among the essential skills required by future problem-solvers is that of improved intercultural interaction-the ability to communicate and collaborate effectively with people whose attitudes, values, knowledge and skills may be significantly different from their own. Schooling in general, and teacher education in particular, continues to address culture learning primarily from a cognitive orientation. That is, students read, watch films, listen to speakers, observe in classrooms and hold discussions around issues of cultural difference. This continues in spite of the growing body of research that demonstrates the critical role that experience plays in enhancing intercultural development. The preparation of internationally-minded teachers who ulti
International Teachers’ Lived Experiences
International and Development Education, 2021
The International and Development Education Series focuses on the complementary areas of comparative, international, and development education. Books emphasize a number of topics ranging from key higher education issues, trends, and reforms to examinations of national education systems, social theories, and development education initiatives. Local, national, regional, and global volumes (single authored and edited collections) constitute the breadth of the series and offer potential contributors a great deal of latitude based on interests and cutting-edge research. The series is supported by a strong network of international scholars and development professionals who serve on the International and Development Education Advisory Board and participate in the selection and review process for manuscript development.
Journal of Research in International Education, 2020
This study reports on the impact of international visiting faculty's teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family.
The Role of Working Abroad as a Teacher on Professional Development
International Journal of Academic Research in Progressive Education and Development, 2015
International experience has been considered as a good opportunity for teachers to develop their professional development. Teachers while working abroad experience new teaching styles, curriculum, lesson plans, and lesson materials. Upon return home they implement them into their circumstances. This study investigates the role of overseas experience in professional development of teachers. 55 teachers who had at least a five-year international experience had a questionnaire and it was found that overseas experience deeply influences professional development of teachers.
Why do student teachers go global
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Intercultural Education, 2009
As the US student population becomes increasingly diverse, teacher education programs need to enable prospective teachers to meet the varied needs and expectations of students and families, while, simultaneously, creating viable classroom communities. Learning opportunities, such as travel and teaching abroad, and the perceptions of "otherness" this creates, lead to new perspectives regarding human differences. Such experiences, if wisely structured, can rectify misconceptions and reverse stereotypes. This paper explores the impact of teaching-related travel on novice teachers' cultural understandings and professional identity. The paper will discuss how prospective teachers challenge their perceptions of their professional self through international field experiences. The goal is to begin a discussion that explores the internationalization of teacher training. We will also discuss the role such training can play in the expansion and increased flexibility of classroom practices for teachers and, through them, the growth in international awareness and the intercultural sensitivity of their students.
Creating a Studying Abroad Experience for Elementary Teacher Candidates
Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.
INFUSING GLOBAL COMPETENCE IN CLASSROOMS THROUGH SHORT TERM TEACHER PROFESSIONAL DEVELOPMENT ABROAD
This exploratory study examines the effects of a short term study abroad on mid-career kindergarten through 12th grade (K-12) teachers. The group of U.S. teachers traveled to Belize to gain hands on knowledge about the sciences in an international context, which they have since been able to implement in their classes. This article argues for the value of short term study abroad in internationalizing curriculum. The authors describe the Belize program, its implementation and evaluation, and provide recommendations for future programs of a similar nature. Data collection included pre and post surveys, journals, observations, field notes, and a long term post-program survey. Evaluation was used to measure how the experience influenced professional and personal development, to describe any impacts in the K-12 classroom, and to improve future study abroad programs.