Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices


  • Hillary Parkhouse University of North Carolina at Chapel Hill
  • Alison McGlinn Turner University of North Carolina at Chapel Hill
  • Stephanie Konle University of North Carolina at Chapel Hill
  • Xue Lan Rong University of North Carolina at Chapel Hill



Pre-service teachers, Pre-service teacher education, Student teaching abroad, Culturally responsive teaching, Study abroad, Education abroad


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.


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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.



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