Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis

Abstract

Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers' development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre-and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, and (3) intercultural. Based on this analysis, further research and practice directions regarding international language teacher education emerged. These emerging research agendas concentrated on the critical role of peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

“…Firstly, the overall teaching model is examined, followed by the teaching model that emphasizes pedagogy. Lastly, the teaching model that highlights the text's characteristics is also studied (Ciftci & Karaman, 2019). This study will specifically focus on the key findings of a pedagogical model of teaching that concentrates on pedagogy.…”