The developing knowledge and identity of an Asian-American teacher: The influence of a China study abroad experience

Craig, Cheryl J.; Zou, Yi Ming; Curtis, Gayle A.

doi:10.1016/j.lcsi.2017.09.002

Cited by 21 publications

(12 citation statements)

References 47 publications

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“…As for professional identity reconciliation (Fox, 2017, Trent, 2011, researchers examined how the participants reconciled their antagonistic "tourist" and "student" identities simultaneously amid the ITP programs (Fox, 2017). Meanwhile, the scholars examined how the participants unearth the social complexities lived in cross-cultural communities (Craig, Zou, & Curtis, 2017). Additionally, some academicians adopted transformative learning theory (e.g., Trilokekar & Kukar, 2011) as the theoretical framework to underpin their analysis.…”

Section: Resultsmentioning

confidence: 99%

“…Regarding the utilized methodologies, currently most of the researchers incorporate semistructured interviews (e.g., Spooner-Lane, Tangen, & Campbell, 2009), narrative inquiry (e.g., Craig, Zou, & Curtis, 2017), reflective journal writing (e.g., Craig, Zou, & Poimbeauf, 2015), and pre-and post-questionnaires (e.g., Willard-Holt, 2001) to examine the multiple influence of ITPs on teachers' professional development. However, the authors did not find studies that included alternative data collection and presentation techniques, such as digital story-telling (Craig, 2013), to probe into the impact of the ITPs on teachers' professional development.…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

Zhu¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This paper systematically reviews the current research on international teaching practicums (ITPs) vis-à-vis teachers' professional development in four arenas: 1) research contexts (mainly western society), 2) major aims of the studies (improve language proficiency and experience various educational philosophies), 3) frequently used theoretical frameworks (crosscultural psychology and professional identity), and 4) mainly adopted methodology (qualitative research methods). Then the authors map out the current status of the mainstream research on ITPs, which mainly report the positive effects of ITPs on teachers' heightened intercultural sensitivity and new educational perspectives. Finally, the researchers problematize the weaknesses of the present studies and subsequently pinpoint four future research directions on ITPs, which includes adopting quantitative research methods, controlled-comparison group analysis, and longitudinal analysis.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

Zhu¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…In fact, as an emotional state is involved within, professionalism and personal can be intercrossing, admittedly difficult to be avoided. It is suggested that when a teacher interacts into social media, he or she should focus on his or her professional teacher's identity rather than his or her personal identity (Craig, Zou, & Curtis, 2017). A teacher can efficiently utilize his or her experience and life principle in the learning process (Lucy, 2016), so a teacher can provide a realistic portrayal of a particular condition to his or her students.…”

Section: Teacher Competence: Shifting Identity Of Teachermentioning

confidence: 99%

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.

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“…Although SA programs in developing countries might not give the same convenience and advanced technology as their developed counterparts might, in a globalized world, it can still be a tool, as Falk and Kanach [1] argued, to bring a discussion and challenge the biased notions of identities and values in between two countries holding the exchange of students. On a similar note, SA programs have reportedly resulted in a more profound social awareness [3], [4], new appreciation to the other culture and own culture [5], and a new acceptance of self-identity [6].…”

Section: Introductionmentioning

confidence: 97%

“…Fakir [10] found foods, education (hard to find textbooks), accommodation (expensive), difficulty in performing religious activities, different greetings (the different use of handshake), transportation system, and research works as the sources of students' CS. In terms of foods, a study by Craig, Zou, and Curtis [6] even revealed that a student who was quite familiar with the host country experienced food poisoning by the time she arrived in the country, and this caused a shock and unwillingness to eat more local foods during her stay.…”

Section: Introductionmentioning

confidence: 99%

Culture Shock in a Study Abroad Program in an Indonesian Context

Mardiningrum¹,

Larasati²

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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Facing different cultural aspects in a host country can result in a culture shock. The current study investigates the culture shock sources in a Study Abroad program and student participants' strategies to cope with the sources' shock. The study used a qualitative design and involved two students on a Study Abroad program in Yogyakarta, Indonesia. The data collection was done through interviews and written reflective essays. The data showed that languages, foods, clothing, people's character, handshake culture, and traffic became culture shock sources. In the meantime, strategies used to cope with it were categorized into tolerating, adapting, and seeking help. The study could give additional highlights to institutions organizing Study Abroad programs to prepare more effective support programs for the participating students.

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The developing knowledge and identity of an Asian-American teacher: The influence of a China study abroad experience

Cited by 21 publications

References 47 publications

A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Culture Shock in a Study Abroad Program in an Indonesian Context

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