Teachers’ critical interculturality understandings after an international teaching practicum

Bernardes, Rogerio; Black, Glenda L.; Jowi, James Otieno; Wilcox, Kevin

doi:10.1080/17508487.2019.1620817

Cited by 8 publications

(4 citation statements)

References 26 publications

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“…The interviews focused on such questions as why teachers chose to be English teachers, whether they were happy with their position (as warm up questions), what they did to develop professionally, what their suggestions were for more effective PD, what some of the challenges were that they faced in teaching and attending PD courses (in line with the aims of the study) and whether they would choose teaching English as a job again if they were given a second chance (for winding down). The elicited data was analysed following he principles of Discourse Analysis ( Bernardes et al., 2019 ) by looking at patterns of meaning in interview data and coding them thematically into categories like motivation for choosing teaching as profession, type of PD attended, type of PD preferred, motivation for taking up PD, challenging of attending PD workshops/courses, profession wished to adopt, and the like. A re-coding was done by an independent researcher and there was 96 percent agreement.…”

Section: The Studymentioning

confidence: 99%

Professional development among English language teachers: challenges and recommendations for practice

Sadeghi

Richards

2021

Heliyon

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Professional development of language teachers is one major measure to ensure that teachers remain updated and avoid the risk or leaving the profession. Not all teachers, however, attend professional development (PD) workshops or engage in such activities for the sake of developing professionally. Some teachers attend PD courses on a routine basis with little knowledge of what competencies they are expected to gain as a result, and simply because taking part in such programmes is an institutional requirement. To explore the type of PD activities English teachers in Iran participate in and also to understand the motivations behind their participation, the researchers interviewed 24 English teachers (with the age range of 24–50) working at private language institutes and public high schools. The study found that public school teachers were engaged in very few PD activities, and the type of PD activities private teachers followed ranged from consulting online courses to watching educational videos to reading ELT textbooks. The motivations for taking part in PD activities ranged from ‘having no motivation’ to ‘promoting my English’ to ‘being able to teach at university’. Further results and implications for teacher education in Iran and beyond are discussed in the paper.

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Section: The Studymentioning

confidence: 99%

Professional development among English language teachers: challenges and recommendations for practice

Sadeghi

Richards

2021

Heliyon

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“…In cases like this, volunteers may get little more than airport pickup, introductions at their placement site, and a few days of local logistics (Vrasti, 2013: 88). At the other end of the spectrum, university students doing “service learning” might participate in university-sponsored orientations, but this hardly guarantees decolonial social justice approaches either (Bernardes et al, 2019; Park, 2018; Sin, 2009).…”

Section: Geographical Imaginaries and International Volunteeringmentioning

confidence: 99%

The spatial imaginaries of international volunteer teachers: Contrapuntal and disconnected geographies

Henry

2021

Education, Citizenship and Social

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Scholars argue that international volunteering must not be framed as altruism or charity; rather, it should invoke themes from decolonial justice theorizing. Volunteers who have benefited from colonial-imperial structural advantages should understand their labor as a kind of reparation for ongoing structural dispossession. I argue that spatial imaginaries are central to this project. Volunteers can better situate themselves with decolonial intentionality if they adopt what Edward Said called contrapuntal theories of geography. The volunteer orientation phase is the best time to instill this spatial imaginary. This study analyzes how volunteers theorize “home” and “away” as they become teachers in Namibia. Drawing from a “netnographic” discourse analysis of their public blogs, I find that volunteers are likely to subscribe to a geographical imaginary of atomized and disconnected spaces, lacking the conceptual tools needed to grapple with decolonial justice and to implement dues-paying volunteering in their classrooms.

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“…They also encourage the development of globally informed and culturally responsive curricula. Studies highlight how such international practicum can enhance teachers' self-efficacy and inspire them to integrate global perspectives and teaching methods that are sensitive to cultural differences (Lorema et al 2013, Bernardes et al 2021 In response to rapid demographic and socio-cultural changes, there is a growing focus on integrating multicultural education into teacher training (Kim & Choi, 2019). The goal is to prepare future educators to effectively engage with students from various cultural backgrounds.…”

Section: Introductionmentioning

confidence: 99%

“…Colleges and universities worldwide have implemented international teaching practicum, exposing pre-service teachers to a variety of cultures and teaching methodologies. Existing studies primarily examine the experiences of Western pre-service teachers from countries like Australia (Tambyah, 2019), the USA (Arshavskaya, 2018;Quinn et al, 2011;Shoffner, 2019), Canada (Bernardes et al, 2021), and Italy (Parmigiani et al, 2021). Additionally, research has begun to explore the practicum experiences of Asian pre-service teachers from China (Cruickshank & Westbrook, 2013), Korea (Kim & Choi, 2019), Malaysia (Kabilan et al, 2020), Turkey (Ateşkan, 2016;Çiftçi et al, 2022), Indonesia (Auliya et al, 2020), and India (Aamaas et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum

Hasymi,

Nurkamto

2023

VELES

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This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education.

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Teachers’ critical interculturality understandings after an international teaching practicum

Cited by 8 publications

References 26 publications

Professional development among English language teachers: challenges and recommendations for practice

Professional development among English language teachers: challenges and recommendations for practice

The spatial imaginaries of international volunteer teachers: Contrapuntal and disconnected geographies

Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum

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