Undergraduate Research on Short-Term, Faculty-Led Study Abroad

Barkin, Gareth

doi:10.18833/curq/36/4/2

Cited by 10 publications

(12 citation statements)

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“…Ultimately, these self-narratives served as essential tools in the transformative process. This finding is aligned with Barkin (2016) in terms of the effectiveness of short term study abroad experience with pre-departure inquiry and post-program follow up. This current study suggests that the three TCs might now employ effective early childhood pedagogical practices in their own classrooms.…”

Section: Discussionsupporting

confidence: 72%

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Szécsi¹,

Sherman²,

Iliopoulos³

et al. 2016

trainingandpractice

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The impact of short term study abroad: Early childhood teacher candidates' self-reflection on transformation In this study, three teacher candidates (TCs) in the United States examined their own experiences in a short term study abroad focused on early childhood education (ECE) in Hungary. Using the approach of autoethnography, they documented and analyzed their experiences about the two and a half week visit to uncover the process of transformation. The results of the data spiral analysis (Creswell, 2003) indicated specific themes of disruptive experiences and cognitive dissonance about culture, language and early childhood education. In addition, further analysis found themes related to reflection and to planned actions as a result of the transformative study abroad experience. The findings indicated that the study abroad program allowed the TCs to develop new knowledge and dispositions related to culture, language and ECE that have the potential to create long-term, deep changes in their thinking and actions.

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Section: Discussionsupporting

confidence: 72%

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Szécsi¹,

Sherman²,

Iliopoulos³

et al. 2016

trainingandpractice

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“…To address the issue of participants engaging with the professional aspect of the experience, developing a research project as part of the program would be one step to alleviate this. As Barkin (2016) states, research projects that are part of a study abroad program allow for students to make greater connections between theory and practice and also to engage on a deeper level with local issues and resources in the host country. For pre-service teachers, this could mean investigating similarities and difference in national curriculum in the U.K. versus the Common Core curriculum in the United States or even different approaches to classroom management between the two countries.…”

Section: Implications For Future Researchmentioning

confidence: 99%

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Mikulec

2019

ij-sotl

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This study examines the personal and professional development of 34 pre-service teachers who participated in a study abroad program for education majors in Brighton, England. The participants completed a variety of assignments and learning activities before, during, and after the program, including 20 hours of observation in area schools. The results indicate that in terms of personal development, the pre-service teachers experienced increased levels of self-confidence, autonomy, tolerance for ambiguity, flexibility and adaptability, and interpersonal skills. Professionally, the participants identified the role of culture in education and pedagogy, described being better equipped to work with diverse learners in the United States, and developed instructional strategies to use in their future classrooms.

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“…They often vary depending on (a) how often they are offered, (b) where participants are housed, and (c) who initiates, controls, and administers the program (Keese & O'Brien, 2011). They also vary on whether they incorporate an international experiential component (e.g., project-based study), service learning, or community-based research (Barkin, 2016;Graham & Crawford, 2012;Gullekson et al, 2011;Lewis & Niesenbaum, 2005;Sachau, Brasher, & Fee, 2010). A review of the literature on short-term, faculty-led programs indicates ways in which these programs may influence student development, as well as their perceived limitations.…”

Section: Literature Reviewmentioning

confidence: 99%

Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program

2018

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Short-term, faculty-led study abroad programs are increasingly featured in higher education internationalization efforts. As noted in the literature, such programs can aid in the development of varied student outcomes, including developing global citizenship. This paper presents an examination of the Global Engagement Seminar (GES) program, a short-term, faculty-led program at a private women’s liberal arts college that has expressed a firm commitment to internationalization. A quasi-experimental design was employed to examine whether participation in the GES program influenced participants’ antecedents, identification, and pro-social values of global citizenship (Reysen & Katzarska-Miller 2013a), and how the relationships compare with those of a matched comparison sample. The results of the survey indicated that GES completion moderated some but not all of the paths in the global citizenship model. Completing a GES was associated with non-significant relations among the moderated paths, a finding that emphasizes the need for a nuanced discussion of the complex relationship between short-term study abroad and global citizenship. Implications for faculty-led global engagement programs that aim to promote global citizenship among undergraduates in liberal arts contexts are discussed.

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Undergraduate Research on Short-Term, Faculty-Led Study Abroad

Cited by 10 publications

References 0 publications

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program

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