International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers

The practicum in preservice teacher education: a review of empirical studies

“…Goal 2: getting to know school environment 18 References: Almarza (2005), Ariav (2001), Bangel et al (2006), Brindley et al (2009), Chang, Early, andWinton (2005), Doppen (2007), Epanchin and Colucci (2002), Goodnough et al (2009), Lomeli et al (2006, Malewski and Phillion (2009), Murray and Mandell (2006), Pence and Gillivray (2008), Proctor et al (2001), Reichel et al (2002), Nelson (2008), Santoro and Allard (2005), Sleeter (2001), Thompson and Smith (2005), Velez-Rendon (2006), Yendol-Hoppey (2007).…”

“…(Continued) 12 E. Cohen (Sayag) et al 2007), Kowalchuk (1999), Lake and Jones (2008), Ma et al (2008), Malewski andPhillion (2009), Martin (1997), Miller (2008), Vacc and Bright (1999), Pence and Gillivray (2008), Perry et al (2006), Richards and Brumfield (2003), Santoro and Allard (2005), Tang (2003), Weaver and Stanulis (1996), Weinberger (2006), Yendol-Hoppey (2007).…”

“…14 References: Blake (2005), Brush et al (2003), Graham (1997), Iliyan and Toren (2006), Ma et al (2008), Malewski and Phillion (2009), Murray and Mandell (2006), Nokes et al (2008), Pence and Gillivray (2008), Perry et al (2006), Ping and Chunxia (2006), Skamp and Mueller (2001), Tang (2003), Yayli (2008).…”

The Transformative Power of Travel? Four Social Studies Teachers Reflect on Their International Professional Development

“…Taken together, these and other recent studies demand that practitioners and researchers rethink how teacher development is theorized and enacted in the international professional development format. Downloaded by [University of Nebraska, Lincoln] at 19:27 24 August 2015 Malewski and Phillion (2009) pointed out that international professional development programs often construct their participants as a homogeneous population who share similar perspectives. Thus, the design choices of these programs cut against a learner-centered approach to teacher education (Darling-Hammond, 2006) in downplaying the diversity of interpretations participants will make throughout and after the experience.…”

Pre-service English Teachers’ Perceptions of an Overseas Field Experience Programme

“…For example, student teachers demonstrated "personal growth" (Willard-Holt, 2001, p. 516) and have become more confident to themselves and increased cultural sensitivity (Mahon & Cushner, 2002). Malewski and Phillion's (2009) study also showed how social class, gender and race influenced the pre-service teachers' perceptions of the students and members of the host community during their international field experience.…”