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

Patterson, Timothy

doi:10.1080/00933104.2015.1064504

Cited by 20 publications

(4 citation statements)

References 22 publications

(24 reference statements)

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“…The findings of the current study fit with those of McGillivray (2009) suggesting that international experiences provide early childhood teachers with the opportunity to explore the perceptions of their own field of study and diverse classrooms in unique ways. The findings also support those of Malewski et al (2012) and Patterson (2015) regarding the impact of experiential learning, cultural, and knowledge gains of pre-service teachers during study abroad programs.…”

Section: Resultssupporting

confidence: 89%

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

Zhang

Szente

Levin

2019

ij-sotl

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The present study explores the experiences of fifteen Early Childhood pre-professionals on a University lead short-term study abroad program to Finland. The purpose of the study was to investigate the impact of the 10-day-long experience on students' attitudes and perceptions particularly on their professional growth, personal, and cultural gains. Daily reflective journals entries and questionnaires were used to capture insights of the phenomena. Data were collected prior to, during, and after the program. This phenomenological study also employed audio taped interviews to provide summaries of their experiences in Finland. Horizontalization was used and three emerging themes were explained. Conclusions and recommendations are provided for future studies.

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Section: Resultssupporting

confidence: 89%

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

Zhang

Szente

Levin

2019

ij-sotl

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“…Unlike international initial teacher education, which is mainly formal and degree-awarding, international in-service teacher education is usually short-term and non-/informal, because of the inflexibility of teachers’ work schedules (He et al, 2017, p. 148). This kind of education includes, for instance, study tours (Patterson, 2015), teacher exchange (Biasutti et al, 2021), teaching abroad and commissioned degree programs (Juusola & Räihä, 2018), immersion programs (Gong et al, 2022), and short-term study modules (Wang et al, 2023), among others. That is, inconsistent categorization and nomenclature create “chaos” in international education research (Knight, 2016).…”

Section: Literature Review: Teachers’ Participation Experiences In In...mentioning

confidence: 99%

“…It was found, through critical reflections on prior experience, knowledge, and beliefs, that transformative learning was achieved by teachers when teaching (Juusola & Räihä, 2018) and learning (He et al, 2017) abroad. However, some teachers on a study tour reinforced their already-held orientalist prejudice when their experiences were analyzed through postcolonial lenses (Patterson, 2015). Adaption or transfer?…”

Section: Literature Review: Teachers’ Participation Experiences In In...mentioning

confidence: 99%

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China

Peng

Кантелинен

Räihä

2023

ECNU Review of Education

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Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education system, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that readopted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.

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“…Researchers also have focused on the benefits and value of global education and international experiences through study abroad, international trips, intercultural professional development, partnerships or exchanges, and, in particular, the transformative and intercultural competence and global awareness outcomes as a result of such experiences for preservice and inservice teachers (e.g., Bennett, 2008;Kim & Slapac, 2015;Malewski et al, 2012;Patterson, 2015;Santoro, 2014;Slapac, 2013;Slapac & Kim, 2014;Slapac & Navarro, 2013;Slapac et al, 2019).…”

Section: Glocalization and English Language Teaching (Elt)mentioning

confidence: 99%

Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

Slapac

2021

Journal of Research in Childhood Education

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An exploratory case study of four 5th-to 12th-grade English language teachers in a Romanian public, competitive, bilingual high school focused on how these English language teachers taught about American culture to enhance student growth in the areas of global competency. Specifically, the study explored: 1) How are English language teachers advancing and enhancing student growth in the area of global learning with little resources? ( 2) In what ways are teachers going beyond the usual topics (as required by the curriculum) to more complex conversations to advance their students' global knowledge and enhance their global competency? The Global Teaching Model (GTM) was used as a conceptual framework. Qualitative data were collected through individual recorded interviews, classroom observations, teacher artifacts, and informal conversations for two weeks. Results showed that teachers attained the language goals for their students but needed further guidance on how to approach global issues at a transformative level. Teachers wanted more resources, sustained local and international partnerships and collaborations, and focused trainings toward a deep critical exploration of global education. Recommendations for future research involve an emphasis on action research-design studies that encourage reflexivity and self-examination toward sociocultural consciousness and global partnerships.

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

Cited by 20 publications

References 22 publications

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China

Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

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