Learning to Teach in the Field: Five Professors Tell How Running an Overseas Study Tour Improved Their Classroom Teaching

Abstract

This article examines the positive impact of overseas study tours on the teaching philosophies and classroom strategies used by the professors running the tours. While education scholars have identified long term benefits of overseas study tours for students, less attention has been paid to flow on benefits for teachers. This article aims to address this gap in the literature by having five Australian professors describe how their international study tour experiences changed and improved their teaching in the classroom. The article shows that in the process of developing a successful overseas study tour, professors can learn lessons about teaching that they can use productively in the classroom.

Exploring the Process and Outcomes of Leading a Study Abroad Program Using Real-Time Perspectives

“…For example, cultural mentoring has been identified as an essential aspect of promoting student learning abroad (Engberg et al, 2016;Spenader & Retka, 2015;Vande Berg et al, 2009). Ellinghaus et al, 2019;Loebick, 2017). Through our use of Kolb's Experiential…”

“…Prior research supports the perspective that leading a study abroad program can be viewed as a faculty development opportunity. Several studies have suggested that faculty learning abroad may improve more than just future study abroad programs, as faculty bring lessons from their experiences abroad into their traditional classrooms Dooley & Rouse, 2009;Ellinghaus et al, 2019;Loebick, 2017). These findings argue for the potential influence of faculty intercultural learning on campus internationalization initiatives.…”

Systematic review of short-term study abroad outcomes and an agenda for future research

“…Tam’s (2015) findings suggest that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, and Tam (2016) argue that assessment of STSA for teachers should include the impact on teaching beliefs. Other teacher/faculty outcomes such as faculty teaching goals; teaching improvements; teacher identity development and teacher perception of STSA effects comprised single studies (Collins and Geste, 2016; Ellinghaus et al , 2019; Niehaus et al , 2019; Rahikainen and Hakkarainen, 2013). Teacher/faculty outcomes are significantly understudied and warrant further attention in STSA research.…”