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Yıl 2015, Cilt 2, Sayı 2, 93 - 101, 30.08.2015
https://doi.org/10.17275/per.14.15.2.2

Öz

Kaynakça

  • 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

Yıl 2015, Cilt 2, Sayı 2, 93 - 101, 30.08.2015
https://doi.org/10.17275/per.14.15.2.2

Öz

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. 

Kaynakça

  • 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.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Adem BAYAR (Sorumlu Yazar)
AMASYA UNIVERSITY


Naime ELCAN Bu kişi benim
Indiana University

Yayımlanma Tarihi 30 Ağustos 2015
Yayınlandığı Sayı Yıl 2015, Cilt 2, Sayı 2

Kaynak Göster

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