A Qualitative Analysis of Teacher Candidates’ Study Abroad Experiences in Malawi

2020 ◽  
pp. 129-145
Author(s):  
L. Octavia Tripp ◽  
Angela Love ◽  
Nancy Barry ◽  
Chippewa M. Thomas ◽  
Jared Russell
Keyword(s):  
Study Abroad ◽  
Qualitative Analysis ◽  
Teacher Candidates

Problematizing heritage language identities

2021 ◽  
Vol 6 (2) ◽  
pp. 189-213
Author(s):  
Rebecca Pozzi ◽  
Lina Reznicek-Parrado
Keyword(s):  
Ethnic Identity ◽  
Study Abroad ◽  
Qualitative Analysis ◽  
Heritage Language ◽  
Mexican Descent ◽  
Heritage Speakers ◽  
Language Pedagogy ◽  
Heritage Speaker ◽  
Linguistic Awareness ◽  
Relevant Topic

Abstract Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992; McLaughlin, 2001; Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

Teacher Candidates in International Contexts

2017 ◽  
pp. 295-321 ◽  
Author(s):  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Colleges Of Education ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
International Teaching

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.

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

Integrating Study Abroad in Teacher Education

2016 ◽  
pp. 601-620 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative ‘Study Abroad' curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed with a view to meeting the needs of prospective study abroad student teachers of English, and to address possible challenges that may result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios, and provides experiential hands-on practice. The curriculum comprises ten modules, each focused on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens, and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Integrating Study Abroad Curriculum in Teacher Education

2016 ◽  
pp. 177-197 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative study abroad curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that might result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios and provides experiential hands-on practice. The curriculum comprises ten modules, each focusing on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

scholarly journals Study abroad as social and emotional learning

2019 ◽  
Vol 12 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Erik Jon Byker
Keyword(s):  
Study Abroad ◽  
Teacher Candidates ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Teaching Experiences ◽  
Content Type ◽  
Social And Emotional ◽  
The World ◽  
International Teaching ◽  
Practical Implications

PurposeThis paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.Design/methodology/approachThe study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.FindingsThe study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.Research limitations/implicationsOne of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.Practical implicationsThe practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.Social implicationsThe social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.Originality/valueThe case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.

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