An Exploratory Case Study on the Impact of an International Student Teaching Experience on In-Service Teachers' Personal and Professional Development

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Autor/in	Forbes, Nathan Jay
Titel	An Exploratory Case Study on the Impact of an International Student Teaching Experience on In-Service Teachers' Personal and Professional Development
Quelle	(2018), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Robert Morris University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-5753-8
Schlagwörter	Hochschulschrift; Dissertation; Student Teachers; Student Teaching; Study Abroad; Experienced Teachers; Teacher Attitudes; Educational Benefits; Preservice Teacher Education; Reflective Teaching; Experiential Learning; Individual Development; Faculty Development; Cultural Awareness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Studies abroad; Auslandsstudium; Lehrerverhalten; Bildungsertrag; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Individuelle Entwicklung; Cultural identity; Kulturelle Identität
Abstract	In-service teachers in today's classroom are faced with a growlingly diverse student population. To better prepare in-service teachers to teach these diverse groups of students, teacher preparation programs have adopted a variety of options for pre-service teachers to experience culturally diverse groups and develop professional and personal skills in the classroom. Student teaching abroad has been an option for close to 20 years as part of the culminating student teaching experience. Programs have been developed in numerous universities in the United States to send pre-service teachers to culturally diverse regions around the world as part of their student teaching experience. The question that is being asked more in recent years is what kind of benefit is there of such an experience for a future teacher? Is it worth going abroad to student teach? This qualitative study looked into the perceptions of eight in-service teachers today who had at one time participated in the Junior Class Learning (JCL) New Zealand Student Teaching Abroad program for half of their student teaching experience through their teacher preparation program. The researcher utilized the framework of Experiential Learning Theory by having participants reflect on their past experiences while student teaching abroad, establish what was learned, and determine if there are any current applications to their K-12 classrooms both personally and professionally. To this aim, the researcher created three data collection instruments including semi-structured interviews, reflective exercises, and an educational philosophy. The methodology consisted of transcribed interviews and notes, reflective exercises, and educational philosophies which were then descriptively coded, and the data was categorized into groups. These categorized codes were then focus coded to find themes, which make the most analytical sense to the study. Four emergent themes were established from the findings: these themes were (1) I Can Teach What? -- Imaginative Planning, (2) Take it Easy -- Learning Attitudes on Education, (3) The World is My Oyster -- Understanding the Educational Value of Experience, and (4) We are Better by Diversity -- Living in a Multicultural World. The findings indicated that various aspects of the student teaching abroad experience provided in-service teachers with more personal growth than professional development. Although the experience was more personal, participants felt the experience was unique and impacted their current teaching in different ways. This study may be of interest for individuals considering similar student teaching programs as part of their own teacher preparation program. This study may add to future studies that compare various student teaching abroad experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01