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

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.

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

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.

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

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.

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

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.

Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness

This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.

The Long-Term Effects of International Student Teaching Placements

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.

International Student Teaching: A Transformational Experience

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.