Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers’ Understanding of Humanizing Pedagogy

Assaf, Lori Czop; Lussier, Kristie O'Donnell; Furness, Shelly; Hoff, Meagan A.

doi:10.1080/08878730.2018.1520376

Cited by 16 publications

(11 citation statements)

References 23 publications

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“…While this literature gestures to the overall trend of shifting away from traditional hierarchies and toward reciprocal relationships with opportunities for both mentors and mentees to learn, there has not been much literature of the role of mentoring in international exchanges for preservice teachers. An emerging body of research explores the intercultural and international axis of mentoring in teacher education ( Czop Assaf et al, 2019 ; O’Sullivan & Niemczyk, 2015 ; Schulleri, 2020 ). We hope this study can generate more discussion of the role of intercultural mentoring among teacher education scholars and contribute to this growing field of scholarship.…”

Section: Introductionmentioning

confidence: 99%

Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Parker

Chi

2022

Journal of Teacher Education

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Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.

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Section: Introductionmentioning

confidence: 99%

Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Parker

Chi

2022

Journal of Teacher Education

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“…Also, Parker and Dautoff (2007) found that meeting with government and trade officials improved students' understanding of business practices in Nicaragua. Other educational strategies to enhance students' knowledge of other cultures included exposure to novel health care practices, farming techniques, and educational methods (Assaf et al, 2019;Bott-Knutson et al, 2019;Phillips et al, 2017). To a lesser extent, findings demonstrated that short-term study abroad enhanced understanding of globalization, or the interconnectedness of humanity across economics, politics, culture, socialization, and the environment.…”

Section: Discussionmentioning

confidence: 99%

Does Faculty-Led Short-Term Study Abroad Improve Students’ Global Competence? Findings From a Systematic Review and Evidence Gap Map

et al. 2023

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As a high-impact pedagogical practice, study abroad is frequently utilized as an internationalization strategy to build post-secondary students’ global competence, but the impact of faculty-led short-term study abroad may vary widely across outcomes of interest. An understanding of student learning outcomes is especially needed now as COVID-19 begins to shift from pandemic to endemic and universities restart international initiatives. This systematic review synthesized and mapped evidence on global competence outcomes of short-term study abroad for undergraduate and graduate students. Studies (n=92) reported a total of 215 outcomes representing the three global competence domains of knowledge (41.4% of all outcomes), attitudes (38.1%), and skills (20.5%). Data sources used to assess global competence outcomes included self-administered surveys (40.1% of assessments), student journals (24.9%), and qualitative interviews (13.6%). While findings from this sample of studies offer evidence of positive impact of short-term study abroad on students’ global competence, the substantive and methodological evidence gaps identified can help to build conceptual clarity and guide design of future assessment approaches. Abstract in Spanish Como práctica pedagógica de alto impacto, estudiar en el extranjero se utiliza con frecuencia como una estrategia de internacionalización para desarrollar la competencia global de los estudiantes postsecundarios, pero el impacto de los estudios a corto plazo dirigidos por profesores en el extranjero puede variar ampliamente según los resultados de interés. La comprensión de los resultados de aprendizaje de los estudiantes es especialmente necesaria hoy en día que COVID-19 comienza a cambiar de pandemia a endémica y las universidades reinician las iniciativas internacionales. Esta revisión sistemática sintetizó y mapeó la evidencia sobre los resultados de competencia global de los estudios a corto plazo en el extranjero para estudiantes de pregrado y posgrado. Los estudios (n = 92) informaron un total de 215 resultados que representan los tres dominios de competencia global de conocimiento (41,4% de todos los resultados), actitudes (38,1%) y habilidades (20,5%). Las fuentes de datos utilizadas para evaluar los resultados de competencia global incluyeron encuestas autoadministradas (40,1% de las evaluaciones), revistas estudiantiles (24,9%) y entrevistas cualitativas (13,6%). Mientras los hallazgos de esta muestra de estudios ofrecen evidencia del impacto positivo de los estudios a corto plazo en el extranjero en la competencia global de los estudiantes, las brechas de evidencia sustantiva y metodológica identificadas pueden ayudar a construir claridad conceptual y guiar el diseño de futuros enfoques de evaluación.

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“…Furthermore, the inherent values of the teacher-student connection (eg, trust, respect, reciprocity, and recognition) can transform students’ perceptions and perspectives, creating a “place of possibility” that allows students to discover their personal and professional potential, and to achieve self-transcendence [ 26 ]. In a study of preservice teachers’ experience of learning a humanizing pedagogy, emotional bonding and positive relationships with students were reported as catalysts to address educational issues with care, trust, and respect [ 27 ]. These findings suggest that human relationships, connections, and respect between teachers and students are not optional but indispensable for a thriving learning environment.…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis

et al. 2021

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Background Effective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. Objective The aim of this study was to explore health profession students’ perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students’ values, beliefs, and understanding about factors that made a pedagogy good during their learning history. Methods A netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. Results A total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. Conclusions The themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.

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Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers’ Understanding of Humanizing Pedagogy

Cited by 16 publications

References 23 publications

Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Does Faculty-Led Short-Term Study Abroad Improve Students’ Global Competence? Findings From a Systematic Review and Evidence Gap Map

Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis

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