Overseas Student Teaching: Affecting Personal, Professional, and Global Competencies in an Age of Globalization

Cushner, Kenneth; Mahon, Jennifer

doi:10.1177/1028315302006001004

Cited by 252 publications

(165 citation statements)

References 12 publications

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“…In line with this study, Marx & Moss (2011), Gibson & Dembo (1984) and Cushner & Mahon (2002) yielded similar results emphasizing the significance of study abroad and international fieldwork programs to train culturally responsive teachers. Overall, these results show that as the participants of this study were dual diploma students, they experienced two different educational contexts, had an opportunity to study and make observations in multicultural classes.…”

Section: Resultssupporting

confidence: 84%

“…Examining 168 Kenyan and 189 American pre-service teachers through a cross-sectional survey research design, Gibson & Dembo (1984) found that the participants ended up with higher self-efficacy, motivation, and tendency to praise students more. Similarly, Cushner & Mahon (2002) investigated 50 American pre-service teachers who had study abroad and fieldwork experience running from 8 to 15 weeks in Australia, Ireland, and New Zealand. The data were collected through five types of open-ended questions.…”

Section: Literature Reviewmentioning

confidence: 99%

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DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

Bekereci¹

2017

Eur. j. lang. lit. stud.

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This study explores how EFL student teachers of an undergraduate dual diploma program describe the qualities of a professional teacher after spending a year in their partner university in the United States, and after experiencing international and local practice teaching contexts. As a case study, the data were obtained through in-depth interviews, student teachers' observation journals, and a survey. The interviews were audio-recorded and transcribed verbatim. In addition, student teachers' observation journals were gathered on a weekly basis. As a supplementary tool, International Survey (TALIS) was administered to all participants. The collected data suggested that study abroad and international short-term fieldwork experience made contributions to their perceptions about the ideal teacher thanks to broadening their worldviews about multiculturalism and diversity, and improving their personal skills, including human relation and communication skills. As a result of these experiences, the prospective teachers re-shaped their perceptions and attributed new features indicating interpersonal skills to the image of a professional teacher. The study also revealed that after returning to Turkey and completing Practice Teaching course in one of the cooperating schools, their perceptions were re-shaped again under the influence of experiencing a real teaching context with the same students for a long time. They indicated that while international fieldwork and study abroad experience showed them being fluent in English, patient, eager to raise human beings, and being able to address individual differences in a classroom, thanks to local practice teaching experience, they added new features to them, including love of teaching, motivating students for life-long learning, being a facilitator to help them find their own path, attending to the learner, getting along with students within the framework of respect, kindness and temperateness, dealing with disruptive behaviors and accomplishing classroom management by developing techniques to create a safe and pleasant learning environment for students.

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Section: Resultssupporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

Bekereci¹

2017

Eur. j. lang. lit. stud.

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“…Indeed, the probing that the in-depth interview allows was used to maximum effect in order to encourage students to reflect on their feelings about the food they consumed: as Locher et al, (2005) point out, food and emotion are strongly intertwined. According to Cushner and Mahon (2002) and Warren and Hackney (2000), only the qualitative approach can adequately explore issues of emotion and identity. Furthermore, in the sojourner adjustment literature, the qualitative approach is underrepresented, and is a gap in the methodologies used to explore transition that needs to be filled (Ward, 2001).…”

Section: Methodsmentioning

confidence: 99%

A taste of the unfamiliar. Understanding the meanings attached to food by international postgraduate students in England

2010

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Using findings from semi-structured interviews with international postgraduate students in England, this paper explores the meanings attached to the food they eat in a new culture. Our study, using interviews, aimed to uncover student responses to both the food they eat whilst abroad and to the food they have left behind.Many students criticised local English food as bland, fattening, and unhealthy; nevertheless, most showed an openness to new foods, trying not only local food but also dishes prepared by their international friends, but this sat alongside a strong attachment to their home country dishes. Eating together was a popular leisure activity, and food of the origin country or region was the most popular cuisine. Eating home country food offered emotional and physical sustenance; students felt comforted by familiar taste, and that their physical health was stabilised by the consumption of healthier food than was available locally. Despite acknowledgement of the importance of food to cultural identity and overall quality of life in the anthropology and nutrition literatures, there is a dearth of research into this aspect of the international student experience; this study, therefore, marks an important beginning.

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“…These are just some of the perennial questions educators asked regarding the benefits brought about by study abroad programs (Chow & Bhandari, 2010). Whenever students return home from their study abroad program, they usually share stories about their experiences on how studying abroad changed their lives (Cushner & Mahon, 2002;Vande Berg, Paige, & Lou, 2012a, p. 3) or how studying abroad has helped transformed/enhanced their world views (Carlson, Burn, Useem, & Yachimowicz, 1990;Killick, 2015;Mohajeri Norris & Gillespie, 2009;Roberts, Chou, & Ching, 2010). However, most study abroad students tend to post iconic pictures of places they visit in social medias and/or blogs (Kelm, 2011), relaying a sense of fun, happiness, and excitement.…”

Section: Introductionmentioning

confidence: 99%

Study abroad tales: Experiences of international students in Taiwan

Ching¹,

Wang²,

Wen³

2016

IJRSP

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In Taiwan, the need to recruit for study abroad or foreign students is actually not by choice, but is of a necessity. For the 2016 school year alone, low numbers of birth-rate for the past two decades have led to the plunge of around 30,000 university enrollees. In effect, the Taiwan Ministry of Education encourages higher education institutions to become more internationalized and start accepting more foreign students. However, with the competition for study abroad students is quite high. Hence, in order to position Taiwan as an international education provider, focus on the quality of the academic and social aspects of study abroad program are seen as crucial. In light of these issues, the current paper depicts the results of a quasi-ethnographic study on the experiences of study abroad students in Taiwan. Primary objective of the study is to better understand how students adapt or adjust to an unfamiliar culture and at the same time understand the students' study processes. A total of 5 international graduate student participants underwent the one-year study. Data collection includes periodic interviews and observations. Results are then separated into five sections, namely: Scholarship and study abroad, value for money, first contact, occasions and holidays, and academic studies. Various insights and implications are provided. Lastly, the study also emphasizes the importance of qualitative studies in study abroad such as ethnographic ones, which is actually lacking in Taiwan.

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Overseas Student Teaching: Affecting Personal, Professional, and Global Competencies in an Age of Globalization

Cited by 252 publications

References 12 publications

DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

A taste of the unfamiliar. Understanding the meanings attached to food by international postgraduate students in England

Study abroad tales: Experiences of international students in Taiwan

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