scholarly journals School District Administrator Perceptions and Hiring Practices of Teachers Who Participated in International Student Teaching Placements

2021 ◽  
Vol 13 (1) ◽  
pp. 103-113
Author(s):  
Ann C. Gaudino
Keyword(s):  
School District ◽  
Student Teachers ◽  
Student Teaching ◽  
International Student ◽  
The United States ◽  
Hiring Practices ◽  
Teaching Experiences ◽  
District Administrators ◽  
Hiring Process ◽  
International Student Teaching

This study investigated school district administrators’ perceptions and hiring practices of teachers who participated in international student teaching experiences. Thirty central office administrators from 12 states across the United States were interviewed. The responses and practices of these administrators and the districts that they represent were compared with the perceptions of student teachers and teachers from previous studies who had student taught abroad. Findings reveal that both teachers and administrators believe that there are a multitude of benefits to international student teaching and that this experience ultimately impacts student learning. While they also believe that such experience should be accounted for in the hiring process, very few districts have a formal way of accounting for international student teaching experiences. Recommendations include how districts might adjust their hiring process to account more specifically for the various of experience that teachers bring to their positions.

Cosmopolitanism in a World of Teachers

2017 ◽  
pp. 232-248
Author(s):  
John K. Lee ◽  
Ivonne Chirino-Klevans
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
International Student ◽  
Critical Incidents ◽  
School Context ◽  
Intercultural Competency ◽  
Intercultural Competencies ◽  
Chinese School ◽  
International Student Teaching

Cosmopolitanism, an emerging educational context in the last decade, has come to mean many things. Three constructs—cosmopolitanism as experience; cosmopolitanism as multiculturalism; and cosmopolitanism as intercultural competency—provide ways to conceptualize American student teachers in a Chinese school context. In this chapter, a collection of critical incidents is presented to illuminate these constructs in the ways they support and extend the researchers' efforts to use technology to support an international student teaching program in China. Critical incidents describe an event or experience, something planned, if successful or not, or events that are coincidental in nature. Each critical incident is situational and serves as a snapshot to enable discussion and consideration of related issues leading to action. The critical incidents in this chapter show the ways that teachers used technology to deepen their intercultural competencies through the lens of cosmopolitanism while taking into account similarities and differences in the partners' approaches to effective education.

The Implementation and Analysis of an International Student Teaching Program

2017 ◽  
pp. 168-188
Author(s):  
Kathryn Dixon ◽  
Ricardo Gonzalez-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Transformative Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Professional Growth ◽  
International Student ◽  
North Texas ◽  
University Of North Texas ◽  
Exchange Program ◽  
International Student Teaching ◽  
The University

This chapter provides an account of an international student teaching exchange program between the University of North Texas (UNT) and the University of Seville (UdeS) from inception to implementation. The first section of the chapter offers a rationale for the program including a review of research related to international exchanges specific to educator preparation. Section two includes a discussion of program establishment, a description of initial contacts between the universities and steps taken to form legal agreements binding the institutions to the program. Logistical aspects of the program are detailed, including agreements with local school districts. The final section synthesizes the research conducted at UNT using Mezirow's (1991) transformative learning theory to study the effects of the program on its students. Three years of data have shown a clear pattern in regard to the personal and professional growth student teachers experience as a result of their participation in the program.

scholarly journals US elementary preservice teachers’ experiences while teaching to students in Taiwan

2014 ◽  
pp. 59-74 ◽  
Author(s):  
Hsiu-Lien Lu ◽  
Lina Soares
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
International Student ◽  
Phenomenological Study ◽  
Teacher Education Program ◽  
Teaching Experience ◽  
Teachers Experiences ◽  
Elementary Preservice Teachers ◽  
International Student Teaching

The idea to prepare prospective teachers to teach in increasingly diverse US schools still raises a number of questions about how an international student teaching experience can be important and beneficial to student learning. What do preservice teachers perceive to be the benefits from an international student teaching experience? What do preservice teachers perceive as challenges during an international student teaching experience? This paper shares findings from a phenomenological study of four U.S. elementary preservice teachers’ experiences during a five-week international student teaching opportunity in Taiwan. The findings of this study support the scholarship of teaching and learning that is grounded in the quest to understand the connection between students’ experiences and learning (Hutchings, 1999). The findings could further provide insights into the implementation process and the support that student teachers need in order to gain a successful experience from an international student teaching opportunity provided by the teacher education program.    

International Student Teaching: New Zealand and the United States Perspectives on Schooling

1995 ◽  
Vol 17 (2) ◽  
pp. 18-27 ◽  
Author(s):  
Linda F. Quinn ◽  
Elaine Jarchow ◽  
Richard R. Powell ◽  
Hugh Barr ◽  
Joane W. McKay
Keyword(s):  
United States ◽  
New Zealand ◽  
Student Teaching ◽  
International Student ◽  
The United States ◽  
International Student Teaching

scholarly journals The Long-Term Effects of International Student Teaching Placements

2019 ◽  
Vol 11 (Spring) ◽  
pp. 22-29
Author(s):  
Ann C. Gaudino ◽  
Eleanor V. Wilson
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
International Student ◽  
Classroom Teachers ◽  
Teaching Program ◽  
Long Term Effects ◽  
Teaching Abroad ◽  
International Student Teaching ◽  
Teaching Programs

There is scant literature involving studies with classroom teachers who previously student taught abroad to determine the lasting effects of student teaching abroad, if any, on their careers and teaching.  Were the benefits anticipated by student teachers who student taught abroad the actual benefits that teachers who student taught abroad experienced? This studied attempted to fill this gap by interviewing a university coordinator of an abroad student teaching program and alumni of the program who are now practicing educators and providing recommendations for university international student teaching programs.

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

2021 ◽  
pp. 154134462110285
Author(s):  
Kelley M. King ◽  
Kathryn V. Dixon ◽  
Ricardo González-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Student Teaching ◽  
Transformational Learning ◽  
Cultural Adaptation ◽  
Teacher Candidates ◽  
International Student ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
Cultural Adaptability ◽  
The Cross ◽  
International Student Teaching

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

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