Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers

Brindley, Roger; Quinn, Suzanne Flannery; Morton, Mary Lou

doi:10.1016/j.tate.2008.09.012

Cited by 85 publications

(52 citation statements)

References 8 publications

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“…) In addition, sojourners' gains at the curricular level encompassed the acquisition of more knowledge about the U.S. and home countries educational systems' similarities and differences. Findings, as the one illustrated by the participant above, corroborate conclusions in previous studies conducted by Brindley, Quinn & Morton (2009), Lee (2009), Osler (1998, and Pence & Macgillivray (2008). The three traveling abroad programs generated different learning opportunities at the pedagogical level.…”

Section: Expanding Cultural Views Of the English Language Teaching (Esupporting

confidence: 88%

“…Finally, student teachers' reflections about programs' structure and participants' personal drive became a powerful mediating tool used to build pedagogical knowledge from their international experience (Brindley, Quinn & Morton, 2009;Lee, 2009;Osler, 1998;Phillion, Malewski, Sharma & Wang, 2009;Willard-Holt, 2001). Other factors affecting pedagogical knowledge have been pointed out by Lee (2009Lee ( , p. 1100: "teaching strategy workshops, school visits and school placement, and mentoring of associate teachers.…”

Section: Study Abroad and Intercultural Communicative Competence: Revmentioning

confidence: 99%

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Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains

González¹,

Ariza²

2016

SyP

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Cincuenta futuros profesores quienes viajaron al exterior en tres diferentes clases de programas, au pair, asistencia a profesores y trabajo en el exterior, mientras estuvieron vinculados a dos universidades públicas colombianas, contribuyeron con entrevistas y encuestas para este estudio mixto con énfasis cualitativo. Los investigadores analizaron los reportes de los participantes con el propósito de establecer como sus viajes enriquecieron sus habilidades lingüísticas y aprendizaje pedagógico. Los resultados muestran que la percepción de los participantes respecto a su mejoramiento en inglés se relaciona con sus estrategias y actitudes para aprovechar las múltiples oportunidades que encontraron. A nivel pedagógico, ampliar sus habilidades de enseñanza y sus perspectivas en relación con las metodologías, el papel de la cultura en el aprendizaje, el diseño de materiales y el currículo se convirtieron en logros fortuitos basados en su relación con sus mentores y su participación en varios escenarios pedagógicos.

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Section: Expanding Cultural Views Of the English Language Teaching (Esupporting

confidence: 88%

Section: Study Abroad and Intercultural Communicative Competence: Revmentioning

confidence: 99%

Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains

González¹,

Ariza²

2016

SyP

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“…These authors conclude in their study that study abroad experiences of student-teachers can extend beyond the classroom to service activities and tourism and do not have to be limited to student teaching or classroom practicum internships (McGaha & Linder, 2012). A phenomenological approach (hermeneutics) was taken by other authors to look at consonance and dissonance in international long study practicums in England (Brindley, Quinn, & Morton, 2009) but did not address the disparity in culture that was evident in teaching practica in a developing country. In a different approach, another group of authors used a phenomenological approach to examine the spiritual dynamics of student teachers on an international practicum (Firmin, Firmin, & MacKay, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

Maynes¹,

Allison²,

Julien-Schultz³

2013

IES

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In March 2009, seventeen preservice teachers and their Faculty of Education supervisors spent three weeks living in rural Kenya and teaching in the schools built and supported by a well-known NGO. The impact of this experience on the preservice teachers was studied nine months after the trip. Now, over four years later, we have conducted a further phenomenological investigation with two of the original participants to examine their perception of the longevity of impact of this experience on their lives, their careers, and the personal and professional choices they make as a result of their Kenyan experience. Purposive sampling was used to illuminate the richness of individual experience and the philosophical synthesis each participant has undertaken to make strong commitments in their current choices and practices. It is evident that long-term impacts can be realized in relation to teachers' curriculum views, world views, and sense of personal empowerment from the experience of international practicum experiences in developing countries. Proposals for action by Faculties of Education are recommended.

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“…Interview questions included whether their pre-sojourn expectations had been fulfilled, if they had encountered any challenges, and how, if at all, they were able to overcome them. A final round of interviews took place within one month of the participants' return to Hong Kong following the completion of their immersion programme, as it was thought that this time period was needed for the student teachers to fully reflect on their immersion experiences (Brindley et al, 2009). In these interviews, the questions asked reflected the belief that social conditions can be investigated at different levels of social organization (Fairclough, 2001).…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…It is suggested that such programmes -also termed "immersion programmes" (Lee, 2009), "international field experiences" (Pence & Macgillivray, 2008), "overseas student teaching" (Cushner & Mahon, 2002), and "study abroad programmes" (Brindley, Quinn, & Morton, 2009) -can potentially have a significant impact on pre-service teachers, changing their thinking about themselves as teachers, their beliefs, habits, and values, as well as their approaches to curriculum design and use of teaching strategies (Willard-Holt, 2001). Although doubts have been raised about the benefits of such programmes for enhancing some students' language proficiency and cultural understandings (Tanaka, 2007;Wilkinson, 1998), the majority of research suggests that these changes are overwhelmingly positive.…”

Section: Introductionmentioning

confidence: 99%

Learning, teaching, and constructing identities: ESL pre-service teacher experiences during a short-term international experience programme

Trent

2011

Asia Pacific Journal of Education

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Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers -their beliefs, habits, and values -by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed.

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Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers

Cited by 85 publications

References 8 publications

Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains

Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains

An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

Learning, teaching, and constructing identities: ESL pre-service teacher experiences during a short-term international experience programme

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