The Motivations of U.S. Preservice Teaching Graduates Returning to Teach

Abstract

Due to increased global access to teacher employment, many first-year teachers from the United States are seeking employment abroad. Giving preservice teachers an initial opportunity to study and/or teach abroad before graduation can create greater opportunities to secure eventual employment abroad, and some graduates choose to return to the site of their preservice experience. This case study examines the motivations of two U.S. students who sought employment at the site of their overseas preservice teaching location in Spain for their first professional teaching placement. In exploring the motivations of these new teachers, the authors identified two major reasons they chose to return: relationships and language. Both study participants talked extensively about the benefits of establishing strong relationships while studying/teaching abroad and how this enabled them to find the elements required to live and work abroad. They also highlighted language acquisition. For both of them, the importance of being fluent in Spanish for their future career was a significant factor in their decision to return to teach abroad.

Keywords

• Employment abroad,international preservice teaching,international relationships,language acquisition,teacher graduation

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