An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

Abstract

In March 2009, seventeen preservice teachers and their Faculty of Education supervisors spent three weeks living in rural Kenya and teaching in the schools built and supported by a well-known NGO. The impact of this experience on the preservice teachers was studied nine months after the trip. Now, over four years later, we have conducted a further phenomenological investigation with two of the original participants to examine their perception of the longevity of impact of this experience on their lives, their careers, and the personal and professional choices they make as a result of their Kenyan experience. Purposive sampling was used to illuminate the richness of individual experience and the philosophical synthesis each participant has undertaken to make strong commitments in their current choices and practices. It is evident that long-term impacts can be realized in relation to teachers' curriculum views, world views, and sense of personal empowerment from the experience of international practicum experiences in developing countries. Proposals for action by Faculties of Education are recommended.

Globalisation and internationalisation of teacher education: a comparative case study of Canada and Greater China

“…There are personal benefits as well including the development of resourcefulness, resilience, confidence, critical thinking, and problem solving, as well as opportunities for learning about racial identities and recognising privilege. Finally, alternative international practicum placements enhance student-teachers abilities to meet the provide expanded international teaching opportunities (Cantalini-Williams & Tessaro, 2011;Grierson & Denton, 2013;Harkins & Barchuk, 2015;Maynes, Allison & Julien-Schultz, 2013;Mwebi & Brigham, 2009;Trilokekar & Kukar, 2011).…”

“…This is related to the perennial problem of the already over-crowded curriculum in teacher education programs (Schneider, 2003). Moreover, international teaching and service experiences can be risky, expensive and time-consuming, and therefore exclude those who are unable to participate due to financial barriers and lack of time (Maynes et al, 2013). The result of this is that flows of student teachers participating in international practicum placements continue to be from Global North countries such as Canada, illustrating the unequal ways that internationalisation is played out in teacher education programs globally.…”

Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success

“…It is widely acknowledged that short-term, high quality international WIL can positively influence personal growth and professional competencies (Kearney et al, 2014). The research undertaken by Maynes, Allison, and Julien-Schultz (2013) found that even four years after their international WIL students' 'sense of respect for other people of vastly different life circumstances was evident in the tone, substance and examples they provided in interviews' (p. 160). Stachowski and Sparks (2007) study of over 2000 students, noted several categories that emerged: 'improved relationships with people; stepping out of their comfort zones; increased self-awareness; increased understanding of other cultures; … growth in confidence; [and] greater appreciation of multiple perspectives ' (p. 8).…”

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

“…Similarly, Baxter (2012) explores the long-term impact of participation in a pre-service international practicum. Maynes et al (2013) examine participants' perception of the longevity of impact of Kenyan experience on their lives, their careers, and the personal and professional choices they made.…”

“…In beginning teacher candidates' learning-to-teach experiences in cross-cultural professional settings with varied contexts, many researchers have argued that cultures can be used as a resource for cross-fertilization in their professional learning (Tang & Choi, 2004;Maynes, Allison, & Julien-Schultz, 2013). Global and cross-cultural issues in teacher education and development have been widely discussed.…”