Why do student teachers go global (original) (raw)
Related papers
Teaching Abroad: Creating Global Citizens and Global Teachers
eJournal of Public Affairs, 2015
This article discusses international study programs in light of faculty development. Based upon ten years of experience working with students abroad, I offer some insights on the difficulties and rewards for faculty who lead programs overseas. I point to reasons for the growth in study abroad programs, as well as the opportunities these afford for both faculty and students.
Perceptions of Student Teaching Abroad: Upon Return and Two Years After
Journal of International Social Studies, 2017
This study sought to identify preservice teachers’ perceptions of their student teaching abroad experience and its effectiveness in preparing them to be globally competent educators upon completion of their student teaching as well as two years after. Findings indicate that they perceive their experience to have been both advantageous and effective and that it enhanced their global-mindedness. More than two years after student teaching abroad the experience continues to have a personal and professional impact as they find themselves to be more global-minded and seeking opportunities to share their abroad experience.
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.
International Journal of Comparative Education and Development, 2021
Purpose This paper aims to focus on the long-term international experiences of a group of preservice English teachers who studied abroad as part of their training and recently returned home. Design/methodology/approach Employing an interpretivist case study, five preservice English teachers participated in semi-structured, in-depth interviews. The participants were consulted to elicit feedback as the part of a member checking procedure. Findings This study revealed that the participants' views of their international experience were primarily shaped by two main themes: (1) postsojourn outcomes: intercultural learning, professional learning and personal growth and (2) “bumps” in the road: struggles in capitalizing the learning opportunities. Originality/value Recruiting students for extended study abroad programs alone without a concerted effort to address (inter)cultural learning and growth might not guarantee the quality and the outcomes of such programs. Based on the findings, the rol...
Canadian Journal of Education/Revue canadienne de l'éducation
Baecher's edited volume, Study Abroad for Pre-service and In-service Teachers: Transformative Learning on a Global Scale, provides an overview of research being conducted in pre-service and in-service teacher study abroad programs worldwide, referred to throughout the book more simply as teacher study abroad. The 273-page book contains 18 chapters from 43 contributors. It is divided into three sections with Section 1 covering chapters 1-7; Section 2, chapters 8-14; and Section 3, chapters 15-18. As a study abroad researcher and former pre-service study abroad program director, I was eager to read this book, as study abroad in professional programs is understudied in comparison with study abroad in language learning contexts, therefore this book promised to shed light on findings unique to the profession of teaching. Section 1 highlights the role of intentionality in instructional design in teacher study abroad toward goals of global competence, global citizenship, and global readiness. These goals are common among programs with strong structural analysis and strong intercultural foci (Shultz, 2010). In other words, the authors speak to the need for education to "engage students as critical thinkers able to understand the historical, cultural, and socioeconomic processes and structures" and "learn how to engage in the relations that are surfaced in a globalized world… to transform these structures" (p. 16). Strengths of this section are its mix of outgoing (Chapters 1-4; 7) and incoming (Chapters 5-6) desti
2022
LONG with the call for globalization of teacher education across the United States of America,there is a growing emphasis for developing curricula aimed at preparing global minded teacherscapable of working with diverse student groups. Keeping this in mind, this article discusses howteacher education programs in the U.S. have introduced international cross-cultural field experiencesfor future teachers, in-service teachers, and teacher educators. The article begins with a brief review ofexisting literature on study abroad in teacher education, provides a description of an evolving modelfor a study abroad program to Honduras developed by two faculty members at Purdue University, andreports on findings from four research studies on the effects of international cross-cultural field experienceson preservice teachers who participated in the Honduras study abroad program. The article concludesby calling on universities around the world to globalize teacher education programs through collab...
This comparative case study analyzes two study abroad experiences for preservice teachers—a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers' understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) and drawing on grounded theory methods, research questions included (1) What are preservice teachers' experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers " go global. " Implications are raised for future research, teacher education, and university programming.
LONG with the call for globalization of teacher education across the United States of America, there is a growing emphasis for developing curricula aimed at preparing global minded teachers capable of working with diverse student groups. Keeping this in mind, this article discusses how teacher education programs in the U.S. have introduced international cross-cultural field experiences for future teachers, in-service teachers, and teacher educators. The article begins with a brief review of existing literature on study abroad in teacher education, provides a description of an evolving model for a study abroad program to Honduras developed by two faculty members at Purdue University, and reports on findings from four research studies on the effects of international cross-cultural field experiences on preservice teachers who participated in the Honduras study abroad program. The article concludes by calling on universities around the world to globalize teacher education programs through collaborative study abroad programs.
What Is It All For?: The Intentions and Priorities for Study Abroad in Canadian Teacher Education
What is it all for? The intentions and priorities for study abroad in Canadian Teacher Education, 2019
Within the research literature and in public discourse on higher education, attention has focused on the need for new graduates to develop 21st century skills for success in an increasingly globalized world. Calls for institutions of higher education to support student mobility abound, with intentions that some have categorized as neoliberal and others ascribe to notions of global citizenship. In this paper, we bring together literature from the fields of internationalization, teacher education, and study abroad to provide a conceptual framing and response to an inquiry into the following research question: In what ways does a study abroad experience support the development of preservice teachers? Through a multi-phase, multiple-perspective case study approach, we draw on qualitative interview data to illuminate how faculties of education and their students conceptualize the role of study abroad in the development of preservice teachers. The intentions for these programs cluster under four themes: global citizenship, personal growth, professional development, and employability. The concept of structured encounters with difference emerges out of these themes as a conceptual frame for future study abroad initiatives.
Study Abroad for Preservice Teachers
Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
The research presented in this chapter critically analyzes undergraduate preservice teachers' perceptions of their study abroad experience in Hong Kong and Macau to better understand the potential as well as the challenges of preparing teachers for a diverse and global society. Drawing on critical analysis of both study abroad and preservice teacher education, we interrogate the potential for study abroad as a means to prepare culturally responsive teachers, and then critically read the preservice teachers' perceptions of their experience. Results include both beneficial outcomes of study abroad to disrupt the competitive themes dominant in global education, as well as potential limitations of short term study abroad experiences as a method for establishing sustained global networks of educators. Considerations for those developing study abroad are presented and recommendations for study abroad planning are suggested.