Self-Authoring the Meaning of Student Teaching in China: Impacts on First-Year Teaching Practices

Parkhouse, Hillary; Turner, Alison; Konle, Stephanie; Rong, Xue Lan

doi:10.36366/frontiers.v28i1.381

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…No specific recommendations for how to do so were shared. Readers interested in immersion as a form of PD for ME may wish to consult the extensive body of literature on study abroad and teaching abroad as a disorienting and transformative experience for teachers of all backgrounds (e.g., Jiang & DeVillar, 2011;Marx & Moss, 2011;Parkhouse, Turner, Konle, & Rong, 2016;Quezada, 2004;Trilokekar & Kukar, 2011).…”

Section: Immersion Experiencesmentioning

confidence: 99%

Multicultural Education Professional Development: A Review of the Literature

Parkhouse

Massaro

2019

Review of Educational Research

Self Cite

106

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When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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Section: Immersion Experiencesmentioning

confidence: 99%

Multicultural Education Professional Development: A Review of the Literature

Parkhouse

Massaro

2019

Review of Educational Research

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106

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“…Half of the 62 studies with career outcomes either had participants who were pre-or inservice teachers, were studying education or teaching, or both. Career outcomes for these studies frequently included understanding of educational systems (e.g., Assaf et al, 2019), ability or confidence to enact more culturally responsive pedagogy (e.g., Parkhouse et al, 2016), vocational identity (e.g., Kronholz & Osborn, 2016), and increased awareness of and empathy for the challenges students from varied linguistic and cultural backgrounds overcome in the U.S.…”

Section: Career Outcomesmentioning

confidence: 99%

“…For qualitative research, we encourage researchers to provide detailed descriptions of the data collection process, researcher perspective and positionality, iterative coding process with examples of how specific codes and themes emanated from the data, and rich data from student voice(s) to support themes. For an example of detailed method and coding, see Wick et al (2019); for detailed participant description, see Parkhouse et al (2016); and for an example of rich student voice, Lussier et al (2019). Such detailed information allows practitioners, students, and researchers to have confidence they would arrive at similar themes and conclusions from the data, furthering the knowledge base in the field.…”

Section: Mapping the Knowledge Base 33mentioning

confidence: 99%

Mapping the Knowledge Base in Study Abroad from the United States: A Scoping Review from 2001-2021

Brunsting¹,

Chiles²,

Harrison³

et al. 2022

Preprint

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Prior literature reviews of study abroad outcomes (Miller & Perrin-Thompson, 2014; Twombly et al., 2012; Varela, 2017) have provided important direction for the field, yet they either were conducted without clear inclusion criteria or excluded qualitative research. In the current scoping review, we extend their work through conducting a systematic literature search inclusive of qualitative research and map the knowledge base of study abroad for students enrolled at universities in the United States who received academic credit for study abroad from fall 2001 (post-9/11) to spring 2020 (COVID-19 pandemic onset). We identified 373 articles meeting inclusion criteria and created a database of filterable information (e.g., participant characteristics, program duration) for the included articles. In the current study, we organize and visually display findings, identify gaps in the knowledge base, and recommend future directions for research and research reporting.

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