Transformative Learning within an International Teaching Experience: Developing as Emerging Culturally Responsive Teachers

Colleges of education are under pressure to produce globally competent teachers. Within this context, there has been increasing support for participation in international field experiences. This chapter presents findings associated with a study abroad experience on preservice teachers' cultural awareness and efficacy for culturally responsive practices. Implications will address the development of understanding of the various issues that surround international teaching experiences for preservice candidates.

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Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience

Study Abroad Research in Second Language Acquisition and International Education ◽

10.1075/sar.16022.bou ◽

2018 ◽

Vol 3 (2) ◽

pp. 275-309 ◽

Cited By ~ 1

Author(s):

Monique Bournot-Trites ◽

Sandra Zappa-Hollman ◽

Valia Spiliotopoulos

Keyword(s):

Data Analysis ◽

Foreign Language ◽

Professional Identity ◽

Intercultural Competence ◽

Teaching Experience ◽

Language Teachers ◽

International Mobility ◽

Foreign Language Teachers ◽

Teaching Abroad ◽

International Teaching

Abstract Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.

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Experiential Learning of University Students Delivering a Coaching Workshop in Belize

Sport Management Education Journal ◽

10.1123/smej.2019-0050 ◽

2020 ◽

Vol 14 (2) ◽

pp. 107-118

Author(s):

Jennifer M. Jacobs ◽

Karisa L. Kuipers ◽

K. Andrew R. Richards ◽

Paul M. Wright

Keyword(s):

University Students ◽

Professional Growth ◽

Teaching Experience ◽

Professional Preparation ◽

Global Learning ◽

Sports Industry ◽

Personal Impact ◽

Global Curriculum ◽

International Teaching ◽

Added Benefit

Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.

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Becoming Culturally Responsive Teachers: A Journey Described by Preservice and Classroom Teachers

10.18848/978-1-61229-881-8/cgp ◽

2016 ◽

Author(s):

Laura Mitchell

Keyword(s):

Culturally Responsive ◽

Classroom Teachers ◽

Culturally Responsive Teachers

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Review of The Community Teacher, Educating Culturally Responsive Teachers, and Teacher Education and the Cultural Imagination

Educational Researcher ◽

10.3102/0013189x031009029 ◽

2002 ◽

Vol 31 (9) ◽

pp. 29-33 ◽

Cited By ~ 1

Author(s):

Lois Weiner

Keyword(s):

Teacher Education ◽

Culturally Responsive ◽

Cultural Imagination ◽

Culturally Responsive Teachers

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Perceptions of technology engagement on culturally responsive pre-service teachers

Journal for Multicultural Education ◽

10.1108/jme-01-2016-0006 ◽

2016 ◽

Vol 10 (3) ◽

pp. 339-353

Author(s):

Cheresa Denae Greene-Clemons

Keyword(s):

Historically Black ◽

Culturally Responsive ◽

Teacher Educators ◽

School Setting ◽

Black Colleges ◽

First Century ◽

Preparation Program ◽

Content Type ◽

Culturally Responsive Teachers ◽

And Mathematics

Purpose The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves. Design/methodology/approach Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers. Findings The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students. Originality/value Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.

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