Student Teaching Abroad: Intercultural Learning in Context and a Changing Approach to U.S. Educator Preparation

2017 ◽

pp. 23-44

Author(s):

Mary Kathryn McVey ◽

Susan Poyo ◽

Mary Lucille Smith

Keyword(s):

Student Satisfaction ◽

Student Teaching ◽

Research Direction ◽

Future Research ◽

Preparation Programs ◽

Pedagogical Content ◽

Educator Preparation ◽

Digital Environments ◽

Knowledge Content ◽

K 12

Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.

Download Full-text

One for All and All for One

SAGE Open ◽

10.1177/2158244016687610 ◽

2017 ◽

Vol 7 (1) ◽

pp. 215824401668761 ◽

Cited By ~ 1

Author(s):

Carolyn Shemwell Kaplan ◽

Erica M. Brownstein ◽

Kristall J. Graham-Day

Keyword(s):

Student Teaching ◽

Program Improvement ◽

Validity And Reliability ◽

Preparation Programs ◽

Case Study Methodology ◽

Educator Preparation ◽

Assessment Development ◽

Individual Program ◽

Study Methodology

The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP’s expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs’ motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development.

Download Full-text

Accrediting Agencies

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.9 ◽

2019 ◽

pp. 187-203

Author(s):

Carla E. Aguilar ◽

Lauren Kapalka Richerme

Keyword(s):

Music Education ◽

Student Teaching ◽

Field Experience ◽

Music Educators ◽

National Association ◽

Education Programs ◽

Educator Preparation ◽

Schools Of Music ◽

Music Education Programs

This chapter provides an overview of two agencies that accredit collegiate music education programs: the Council for the Accreditation of Educator Preparation (CAEP) and the National Association of Schools of Music (NASM). Examining points of overlap and divergence, it explains that CAEP relies on NASM for recommendations about music content and that the CAEP standards go into greater depth about student teaching and field experience requirements than the NASM Handbook. While music educators must adhere to certain hard policies demanded by these agencies, they have discretion regarding how they create and adjust soft policies in order to meet those ends. The chapter offers that music educators might use accreditation processes to reflect on their values and to spur innovations while resisting standardization across universities.

Download Full-text

How One Educator Preparation Program Reinvented Student Teaching

10.3726/b17366 ◽

2020 ◽

Author(s):

Susan K. Brondyk ◽

Nancy L. Cook

Keyword(s):

Student Teaching ◽

Preparation Program ◽

Educator Preparation ◽

Educator Preparation Program

Download Full-text

Student teaching abroad

Supervisors Quarterly ◽

10.1080/08878737009554476 ◽

1970 ◽

Vol 6 (2) ◽

pp. 32-34 ◽

Cited By ~ 2

Author(s):

Ross Korsgaard

Keyword(s):

Student Teaching ◽

Teaching Abroad

Download Full-text

Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v28i1.381 ◽

2016 ◽

Vol 28 (1) ◽

pp. 78-98 ◽

Cited By ~ 1

Author(s):

Hillary Parkhouse ◽

Alison McGlinn Turner ◽

Stephanie Konle ◽

Xue Lan Rong

Keyword(s):

Student Teaching ◽

Social Practice ◽

Teaching Practices ◽

Practice Theory ◽

Data Sources ◽

First Year ◽

Intercultural Development ◽

Social Practice Theory ◽

Teaching Abroad ◽

The Impact

This study investigates the impact of student teaching abroad on first-year teaching practices. In addition to the data sources included in previous research, this study includes observations and interviews during participants’ first year of teaching to uncover the meanings each assigned to her student teaching in China. Drawing on intercultural development theories and Holland’s social practice theory of identity, we found that all participants benefited from the experience; however, their backgrounds and teaching contexts differentiated how they translated the experience to shape their beliefs and teaching practices. Thus, teachers may gain more from international experience, as they self-author meaning, if they are guided through reflections tailored to their individual needs and teaching assignments.

Download Full-text

Bridging Cultural Borders: American Students’ Pedagogical Cross-Cultural Experiences in Hungary

Hungarian Cultural Studies ◽

10.5195/ahea.2013.116 ◽

2014 ◽

Vol 6 ◽

pp. 120-129

Author(s):

Jackie Greene ◽

Elia Vázquez-Montilla

Keyword(s):

Student Teachers ◽

Student Teaching ◽

Linguistically Diverse ◽

Cross Cultural ◽

Great Opportunity ◽

Teaching Abroad ◽

Exchange Program ◽

Diverse Environment ◽

Changing Demographics ◽

The Impact

In exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and traveling throughout Hungary. This exchange program presented a great opportunity for the authors to conduct a study related to exploring the impact of the student teaching abroad experience in their teaching dispositions as well as in developing an understanding of working within a culturally and linguistically diverse environment.

Download Full-text