Research Article
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Year 2015, Volume: 2 Issue: 2, 93 - 101, 30.08.2015
https://doi.org/10.17275/per.14.15.2.2

Abstract

References

  • Barkhuizen, G. & Feryok, A. (2006). Pre‐service teachers' perceptions of a short‐term international experience programme. Asia‐Pacific Journal of Teacher Education, 34(1), 115-134.
  • Chisholm, I. M. (1994). Preparing teachers for muliticultural classrooms. The Journal of Educational Issues of Language Minority Students,14, 43-68.
  • Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 34(1), 27-39.
  • Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Englewood Cliffs, NJ: Prentice- Hall.
  • Ference, R. A. & Bell, S. (2004). A cross-cultural immersion in the US: Changing preservice teacher attitudes toward Latino ESOL students. Equity & Excellence in Education, 37(4), 343-350.
  • Grant, C. A. (1992). Research and multicultural education: From the margins to mainstream. London: Falmer Press.
  • Ladson- Billings, G. (1994). The dream keepers: Successful teaching of African-American students. San Francisco: Jossey- Bass.
  • Lichtman, M. (2013). Qualitative research in education: A user's guide. Sage publications
  • McKay, J. W. & Montgomery, J. (1995). Changes in perceptions: A comparison study of the experimental learning of international student teachers. Paper presented at the Annual Meeting of the American educational Research Associations, San Francisco, CA.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Merryfield, M. M. (1991). Preparing American secondary social studies teachers to teach with a global perspective. A status report. Journal of Teacher Education, 42, 11-20.
  • Mertens, D. M. (2009). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • O’Connor, K. & Zeichner, K. (2011). Preparing US teachers for critical global education, Globalization, Societies and Education, 9(3-4), 521- 536.
  • Patton, M. L. (2010). Proposing empirical research: A guide to the fundamentals. Glendale, CA: Pyrczak Publishing.
  • Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24(1), 14-25.
  • Stachowski, L. L. & Mahan, J. M. (1995). Learning from international field experiences. In G.A Slick (Ed.), Emerging trends in teacher preparation: The future of field experiences (pp.97-107). Thousand Oaks, CA: Corwin Press.
  • Stachowski, L. L. & Sparks, T. (2007). Thirty years and 2,000 student teachers later: An overseas student teaching project that is popular, successful, and replicable. Teacher Education Quarterly, 115-132.
  • Taylor, S. J. & Bogdan, R. (1998). Introduction to qualitative research (3rd Ed.). New York, NY: Wiley.
  • Vaughn, C. (2015). The self-perceived impact of an international immersion experience on the cultural competency and professional practice of recently graduated registered nurses. Graduate College Dissertations and Theses. Paper 379.
  • Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17, 505-517.
  • Wilson, A. H. (1982). Cross‐cultural experiential learning for teachers. Theory Into Practice, 21(3), 184-192.
  • Wilson, A. H. (1993). Conversation partners: Helping students gain a global perspective through cross-cultural experiences. Theory Into Practice, 32, 21-26.

Student Teaching in Diverse Settings

Year 2015, Volume: 2 Issue: 2, 93 - 101, 30.08.2015
https://doi.org/10.17275/per.14.15.2.2

Abstract

This study explores the cases of teachers who had overseas field
experience. In this study, it is aimed at hearing what teachers say
about their experiences and announce their reflections for others in
order to contribute others’ learning that have not had cross-cultural
experiences. In order to reach the aim of this study, the researchers
have addressed the following research questions throughout this
research: 1. Do participants perceive cross-cultural teaching as an
aid to self- development?, 2. Do participants believe overseas
experiences lead them to gain global perspectives?, and 3. What
kind of learning has occurred within overseas experiences? In order
to grasp the feelings and ideas of the teachers, semi-structure
interview has been used. The respondent group of this study is four
teachers. The findings of this current study obviously reveal that
the participant teachers have benefited positively as a result of
overseas experiences. These benefits include both personal and
professional development. The participant teachers explained that
they have learned much about instructional methodology, how to
access children, and various classroom management styles based
upon interaction with teachers in host nations and classroom
observations. Also, by living in a different country, the participant
teachers have reported that they have learned first-hand information
about culture, tradition, folklore, history, and social condition of
host nations. Learning these experiences help them, as teachers, to
gain a meaningful perspective on other cultures, figure out the
deepest ideas, assumptions, ideologies, which create that culture
and it allows being aware of their own place in the world. 

References

  • Barkhuizen, G. & Feryok, A. (2006). Pre‐service teachers' perceptions of a short‐term international experience programme. Asia‐Pacific Journal of Teacher Education, 34(1), 115-134.
  • Chisholm, I. M. (1994). Preparing teachers for muliticultural classrooms. The Journal of Educational Issues of Language Minority Students,14, 43-68.
  • Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 34(1), 27-39.
  • Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Englewood Cliffs, NJ: Prentice- Hall.
  • Ference, R. A. & Bell, S. (2004). A cross-cultural immersion in the US: Changing preservice teacher attitudes toward Latino ESOL students. Equity & Excellence in Education, 37(4), 343-350.
  • Grant, C. A. (1992). Research and multicultural education: From the margins to mainstream. London: Falmer Press.
  • Ladson- Billings, G. (1994). The dream keepers: Successful teaching of African-American students. San Francisco: Jossey- Bass.
  • Lichtman, M. (2013). Qualitative research in education: A user's guide. Sage publications
  • McKay, J. W. & Montgomery, J. (1995). Changes in perceptions: A comparison study of the experimental learning of international student teachers. Paper presented at the Annual Meeting of the American educational Research Associations, San Francisco, CA.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Merryfield, M. M. (1991). Preparing American secondary social studies teachers to teach with a global perspective. A status report. Journal of Teacher Education, 42, 11-20.
  • Mertens, D. M. (2009). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • O’Connor, K. & Zeichner, K. (2011). Preparing US teachers for critical global education, Globalization, Societies and Education, 9(3-4), 521- 536.
  • Patton, M. L. (2010). Proposing empirical research: A guide to the fundamentals. Glendale, CA: Pyrczak Publishing.
  • Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24(1), 14-25.
  • Stachowski, L. L. & Mahan, J. M. (1995). Learning from international field experiences. In G.A Slick (Ed.), Emerging trends in teacher preparation: The future of field experiences (pp.97-107). Thousand Oaks, CA: Corwin Press.
  • Stachowski, L. L. & Sparks, T. (2007). Thirty years and 2,000 student teachers later: An overseas student teaching project that is popular, successful, and replicable. Teacher Education Quarterly, 115-132.
  • Taylor, S. J. & Bogdan, R. (1998). Introduction to qualitative research (3rd Ed.). New York, NY: Wiley.
  • Vaughn, C. (2015). The self-perceived impact of an international immersion experience on the cultural competency and professional practice of recently graduated registered nurses. Graduate College Dissertations and Theses. Paper 379.
  • Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17, 505-517.
  • Wilson, A. H. (1982). Cross‐cultural experiential learning for teachers. Theory Into Practice, 21(3), 184-192.
  • Wilson, A. H. (1993). Conversation partners: Helping students gain a global perspective through cross-cultural experiences. Theory Into Practice, 32, 21-26.
There are 22 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Adem Bayar

Naime Elcan This is me

Publication Date August 30, 2015
Acceptance Date July 22, 2015
Published in Issue Year 2015 Volume: 2 Issue: 2

Cite

APA Bayar, A., & Elcan, N. (2015). Student Teaching in Diverse Settings. Participatory Educational Research, 2(2), 93-101. https://doi.org/10.17275/per.14.15.2.2