Multiple Dimensions of Teacher Development on an International Practicum

Autor/inn/en	Gilliland, Betsy; Tanaka, Jay; Schwartz, Bethany F.; Díez-Ortega, Maria
Titel	Multiple Dimensions of Teacher Development on an International Practicum
Quelle	In: TESL-EJ, 23 (2020) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Practicums; Study Abroad; English (Second Language); Graduate Students; Foreign Countries; Undergraduate Students; Curriculum Development; Observation; Reflective Teaching; Classroom Research; Program Effectiveness; Student Development; English for Academic Purposes; Context Effect; English Teacher Education; Thailand; Hawaii + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Beobachtung
Abstract	As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum was designed around theories of sociocultural and experiential learning, intended to support teacher-learners' interaction and challenge their assumptions about language teaching and learning. Practicum participants each designed and taught a class of Thai undergraduate students while taking a supporting seminar. Here we present findings from analyses of the teacher-learners' peer and supervisor observation experiences, reflective practices, curriculum development, and classroom research. In synthesizing these individual studies, we argue that the international context played a key role in fostering the teacher-learners' development by raising their awareness of beliefs and offering them opportunities to experience classroom realities different from what they had read about in textbooks or experienced in their home countries. We conclude with recommendations for extending this line of research, as well as suggestions for teacher educators wishing to implement similar international practicum programs. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01