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 International Student Teaching: A Transformational Experience

2018 ◽  
Vol 7 (3) ◽  
pp. 841-855
Author(s):  
Ricardo González-Carriedo ◽  
Jesús López de Nava ◽  
Manuel Salas Martínez
Keyword(s):  
Student Teaching ◽  
International Student ◽  
Teacher Preparation Programs ◽  
University Of North Texas ◽  
Preparation Programs ◽  
Teaching Preparation ◽  
International Student Teaching ◽  
Teacher Exchange ◽  
Multicultural Practices ◽  
The University

Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the University of Seville (Spain) and reflects on the effects of the experience on a Spanish preservice teacher and his mentor teacher in Texas. Implications and suggestions for teaching preparation programs are also provided.

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.

scholarly journals Translanguaging in International Student Teaching: Narratives of Filipino Teachers in an Indonesian Setting

2021 ◽  
Vol 15 (2) ◽  
pp. 275-284
Author(s):  
Willy Prasetya
Keyword(s):  
Second Language ◽  
Student Teaching ◽  
International Student ◽  
The Philippines ◽  
Exchange Program ◽  
International Student Teaching ◽  
Teacher Exchange ◽  
Pre Service Teacher ◽  
Depth Interviews ◽  
Filipino Teachers

Regardless of numerous studies on translanguaging, little attention has been given to its practice among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores the experiences of three pre-service English teachers from the Philippines who were assigned to a private elementary school in Indonesia as part of a pre-service teacher exchange program. Working in a context that did not share a similar first or second language, the three teachers used English, their second language, as a lingua franca in communicating with the students. Drawing upon data from their teaching diaries, class observation, and in-depth interviews, this article reveals that using English in the classroom was challenging because English was neither the first nor the second language of their students. Three narratives from the teachers are recounted to shed some light on their use of translanguaging to bridge the communication gap. The implication of the study is also discussed.

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.    

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.

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.

scholarly journals An Action Research Endeavor with International Student Teaching Assistants for Their Development as Teaching Professionals

2021 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Takaaki Hiratsuka
Keyword(s):  
Action Research ◽  
Student Teaching ◽  
International Student ◽  
Teaching Assistants ◽  
Future Research ◽  
Field Notes ◽  
International Student Teaching ◽  
The University ◽  
Research Endeavor

Research on the experiences of international student teaching assistants (TAs) in the context of Japan is scarce even though for the majority of TAs the position provides them with their first experience of being an educator at the university level. In this research, I used an action research methodology to better understand and improve the quality of classroom life with three international student TAs. Data were gathered, using interviews, picture drawing, and classroom field notes. Overall, there was an agreement among the participants that the action research endeavor enabled them to feel empowered as teacher professionals in that they reported increases in both their collaboration with me (the course instructor) and the frequency and quality of their engagements with their students. They also noted that the feedback they received from and offered to me became more insightful and wide-ranging. I will conclude this article with my recommendations for future research on TAs.

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.

Prevalence Rates for Medical Problems among Flautists: A Comparison of the UNT-Musician Health Survey and the Flute Health Survey

2001 ◽  
Vol 16 (3) ◽  
pp. 99-101
Author(s):  
Cari Spence
Keyword(s):  
Health Survey ◽  
Sleep Disturbances ◽  
Data Sets ◽  
Prevalence Rates ◽  
Medical Problems ◽  
North Texas ◽  
University Of North Texas ◽  
Left Hand ◽  
Significant Difference ◽  
The University

The purpose of this study was to identify prevalence rates of medical problems among flautists. The Flute Health Survey (FHS), a questionnaire with items regarding musculoskeletal and nonmusculoskeletal problems, was distributed at the 1999 National Flute Association annual meeting (n = 40). This questionnaire was pilot tested at the 1999 Texas Flute Festival, which is hosted by the Texas Flute Society. The University of North Texas has posted on the Internet a similar questionnaire regarding the medical problems of all musicians. Responses from the University of North Texas Musician Health Survey (UNT-MHS) were filtered to include only those respondents who denoted flute as their primary instruments (n = 328). Data sets from both surveys were then processed using comparative statistics. Findings show that there was no significant difference between the demographics of the two populations. Only one musculoskeletal site, the left hand, was found to be statistically significant between the two groups. Four nonmusculoskeletal items, depression, earache, headache, and sleep disturbances, were found to be different between the two groups. The overall findings of this comparison show that there are many medical problems facing the flute playing community. Further investigation and observations of this population are necessary.

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