Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices
DOI:
https://doi.org/10.36366/frontiers.v28i1.381Keywords:
Pre-service teachers, Pre-service teacher education, Student teaching abroad, Culturally responsive teaching, Study abroad, Education abroadAbstract
This study investigates the impact of student teaching abroad on first-year teaching practices. In addition to the data sources included in previous research, this study includes observations and interviews during participants’ first year of teaching to uncover the meanings each assigned to her student teaching in China. Drawing on intercultural development theories and Holland’s social practice theory of identity, we found that all participants benefited from the experience; however, their backgrounds and teaching contexts differentiated how they translated the experience to shape their beliefs and teaching practices. Thus, teachers may gain more from international experience, as they self-author meaning, if they are guided through reflections tailored to their individual needs and teaching assignments.
Downloads
Download data is not yet available.
References
Banks, J. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68, 296-305.
Barela, E. (2007). Book Review: Multiple Case Study Analysis, by Robert E. Stake. American Journal of Evaluation 28, 570-572.
Barnhart, R. S. (1989). The assessment of growth resulting from a student teaching experience in an international setting. International Education, 18, 5-13.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for intercultural experience (pp. 21-27). Boston, MA: Intercultural Press.
Bennett, M. J. (2004). Becoming intercultural competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in Multicultural education (pp. 62-77). Newton, MA: Intercultural Resource Corporation.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
Cushner, K., & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional and global competencies in an age of globalization. Journal of Studies in International Education, 6, 44-58.
Cwick, S., & Benton, J. (2009). Teacher preparation programs: Making student teaching abroad an effective option. Delta Kappa Gamma Bulletin, 75(3), 37-42.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York, NY: Merrill.
Geertz, C. (2000). The interpretation of cultures : selected essays (2000 ed.). New York, NY: Basic Books.
Gibson, M. A. (1995). Additive acculturation as a strategy for school improvement. In R. G. Rumbaut, & W. A. Cornelius (Eds.), California’s immigrant children: Theory research, and implications for educational policy (pp. 77-105). San Diego, CA: Center for US-Mexican Studies.
Hanvey, R. G. (1976). An attainable global perspective. New York, NY: Center for Global Perspectives in Education.
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
Hollins, E. R., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. Studying teacher education: The report of the AERA panel on research and teacher education, 477-548.
Jiang, B., & DeVillar, R. A. (2011). Effects of school and cultural contexts on student teaching abroad outcomes: Insights from U.S. student teachers in Belize, China, and Mexico. Action in Teacher Education, 33, 47-62.
Ladson-Billings, G. J. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465-491.
Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
Lee, J. F. K. (2011). International field experience-What do student teachers learn? Australian Journal of Teacher Education, 36(1), 1-22.
Mahan, J. M., & Stachowski, L. (1990). New Horizons. Student teaching abroad to enrich understanding of diversity. Action in Teacher Education, 7(3), 13-21.
Malewski, E., & Phillion, J. (2008). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers. Teaching and Teacher Education, 25, 52-60.
Martin, L. C. (2012). International student teaching in non-Western cultures: Impact on first year teachers. Unpublished dissertation. Iowa State University, Ames, IA.
Martin, F., & Griffiths, H. (2014). Relating to the ‘Other’: Transformative, intercultural learning in post-colonial contexts. Compare: A Journal of Comparative and International Education, 44(6), 938-959.
Marx, H., & Moss, D. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35-47.
Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and
global interconnectedness? A study of lived experiences in the making of multicultural
and global educators. Teaching and Teacher Education, 16(4), 429-443.
Mosely, C., Reeder, S., & Armstrong, N. (2008). “I don’t eat white”: The transformational nature of student teaching abroad. Curriculum and Teaching Dialogue, 10, 55–71. 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.
Phillion, J., Malewski, E. L., Sharma, S., & Wang, Y. (2009). Reimagining the curriculum: future teachers and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 323-339.
Quezada, R. L. (2004). Beyond educational tourism: Lessons learned while student teaching abroad. International Education Journal, 5(4), 458-465.
Reyes, L., Quezada, R. L., & Alfaro, C. (2007). Biliteracy teachers’ self-reflections of their
accounts while student teaching abroad: Speaking from “the Other Side.” Teacher
Education Quarterly, Winter, 95-114.
Rong, X. L., & Preissle, J. (2009). Educating Immigrant Students in the 21st Century: What Educators Need to Know. Thousand Oaks, CA: Corwin.
Sharma, S., Phillion, J., & Malewski, E. (2011). Examining the practice of critical reflection for developing pre-service teachers' multicultural competencies: Findings from a study abroad program in Honduras. Issues in Teacher Education, 20(2), 9-22.
Shiveley, J., & Misco, T. (2015). Long-Term Impacts of Short-Term Study Abroad: Teacher Perceptions of Preservice Study Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 107-120.
Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford.
Stein, S., Andreotti, V., Bruce, J., & Suša, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education/Éducation Comparée et Internationale, 45(1), 1-18.
Suarez, D. (2003). The development of empathetic dispositions through global experiences. Educational Horizons, 81(4), 180-82.
Taylor, E. W. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44, 154-174.
Trilokekar, R. D., & Kukar, P. (2011). Disorienting experiences during study abroad: Reflections of pre-service teacher candidates. Teaching and Teacher Education, 27, 1141-1150.
Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
Willard-Holt, C. (2001). The impact of a short-term international experience for pre-service teachers. Teaching and Teacher Education, 17, 505-517.
Yin, R. K. (2009). Case study research: Design and methods (5th ed.). Thousand Oaks, CA:
Sage Publications.
Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431.
Zhao, Y., Meyers, L., & Meyers, B. (2009). Cross-cultural immersion in China: Preparing pre-
service elementary teachers to work with diverse student populations in the United States.
Asia-Pacific Journal of Teacher Education, 37(3), 295-317.
Zinn, H. (1980). A people’s history of the United States. New York, NY: Harper and Row.
Barela, E. (2007). Book Review: Multiple Case Study Analysis, by Robert E. Stake. American Journal of Evaluation 28, 570-572.
Barnhart, R. S. (1989). The assessment of growth resulting from a student teaching experience in an international setting. International Education, 18, 5-13.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for intercultural experience (pp. 21-27). Boston, MA: Intercultural Press.
Bennett, M. J. (2004). Becoming intercultural competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in Multicultural education (pp. 62-77). Newton, MA: Intercultural Resource Corporation.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
Cushner, K., & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional and global competencies in an age of globalization. Journal of Studies in International Education, 6, 44-58.
Cwick, S., & Benton, J. (2009). Teacher preparation programs: Making student teaching abroad an effective option. Delta Kappa Gamma Bulletin, 75(3), 37-42.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York, NY: Merrill.
Geertz, C. (2000). The interpretation of cultures : selected essays (2000 ed.). New York, NY: Basic Books.
Gibson, M. A. (1995). Additive acculturation as a strategy for school improvement. In R. G. Rumbaut, & W. A. Cornelius (Eds.), California’s immigrant children: Theory research, and implications for educational policy (pp. 77-105). San Diego, CA: Center for US-Mexican Studies.
Hanvey, R. G. (1976). An attainable global perspective. New York, NY: Center for Global Perspectives in Education.
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
Hollins, E. R., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. Studying teacher education: The report of the AERA panel on research and teacher education, 477-548.
Jiang, B., & DeVillar, R. A. (2011). Effects of school and cultural contexts on student teaching abroad outcomes: Insights from U.S. student teachers in Belize, China, and Mexico. Action in Teacher Education, 33, 47-62.
Ladson-Billings, G. J. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465-491.
Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
Lee, J. F. K. (2011). International field experience-What do student teachers learn? Australian Journal of Teacher Education, 36(1), 1-22.
Mahan, J. M., & Stachowski, L. (1990). New Horizons. Student teaching abroad to enrich understanding of diversity. Action in Teacher Education, 7(3), 13-21.
Malewski, E., & Phillion, J. (2008). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers. Teaching and Teacher Education, 25, 52-60.
Martin, L. C. (2012). International student teaching in non-Western cultures: Impact on first year teachers. Unpublished dissertation. Iowa State University, Ames, IA.
Martin, F., & Griffiths, H. (2014). Relating to the ‘Other’: Transformative, intercultural learning in post-colonial contexts. Compare: A Journal of Comparative and International Education, 44(6), 938-959.
Marx, H., & Moss, D. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35-47.
Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and
global interconnectedness? A study of lived experiences in the making of multicultural
and global educators. Teaching and Teacher Education, 16(4), 429-443.
Mosely, C., Reeder, S., & Armstrong, N. (2008). “I don’t eat white”: The transformational nature of student teaching abroad. Curriculum and Teaching Dialogue, 10, 55–71. 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.
Phillion, J., Malewski, E. L., Sharma, S., & Wang, Y. (2009). Reimagining the curriculum: future teachers and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 323-339.
Quezada, R. L. (2004). Beyond educational tourism: Lessons learned while student teaching abroad. International Education Journal, 5(4), 458-465.
Reyes, L., Quezada, R. L., & Alfaro, C. (2007). Biliteracy teachers’ self-reflections of their
accounts while student teaching abroad: Speaking from “the Other Side.” Teacher
Education Quarterly, Winter, 95-114.
Rong, X. L., & Preissle, J. (2009). Educating Immigrant Students in the 21st Century: What Educators Need to Know. Thousand Oaks, CA: Corwin.
Sharma, S., Phillion, J., & Malewski, E. (2011). Examining the practice of critical reflection for developing pre-service teachers' multicultural competencies: Findings from a study abroad program in Honduras. Issues in Teacher Education, 20(2), 9-22.
Shiveley, J., & Misco, T. (2015). Long-Term Impacts of Short-Term Study Abroad: Teacher Perceptions of Preservice Study Abroad Experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 107-120.
Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford.
Stein, S., Andreotti, V., Bruce, J., & Suša, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education/Éducation Comparée et Internationale, 45(1), 1-18.
Suarez, D. (2003). The development of empathetic dispositions through global experiences. Educational Horizons, 81(4), 180-82.
Taylor, E. W. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44, 154-174.
Trilokekar, R. D., & Kukar, P. (2011). Disorienting experiences during study abroad: Reflections of pre-service teacher candidates. Teaching and Teacher Education, 27, 1141-1150.
Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
Willard-Holt, C. (2001). The impact of a short-term international experience for pre-service teachers. Teaching and Teacher Education, 17, 505-517.
Yin, R. K. (2009). Case study research: Design and methods (5th ed.). Thousand Oaks, CA:
Sage Publications.
Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431.
Zhao, Y., Meyers, L., & Meyers, B. (2009). Cross-cultural immersion in China: Preparing pre-
service elementary teachers to work with diverse student populations in the United States.
Asia-Pacific Journal of Teacher Education, 37(3), 295-317.
Zinn, H. (1980). A people’s history of the United States. New York, NY: Harper and Row.
Downloads
Published
2016-11-17
How to Cite
Parkhouse, H., Turner, A. M., Konle, S., & Rong, X. L. (2016). Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices. Frontiers: The Interdisciplinary Journal of Study Abroad, 28(1), 78–98. https://doi.org/10.36366/frontiers.v28i1.381
Issue
Section
Research Articles
