The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners

Pilonieta, Paola; Medina, Adriana L.; Hathaway, Jennifer I.

doi:10.1080/08878730.2016.1247204

Cited by 20 publications

(13 citation statements)

References 23 publications

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“…Another benefit noted by the participants was the personal development stemming from the study-abroad experience; this is also among the reported contributions of international experiences in many other studies (Niendorf & Alberts, 2017;Pilonieta, et al, 2017;Scoffham & Barnes, 2009).…”

Section: Discussionmentioning

confidence: 72%

“…In another case, Pilonieta, et al (2017) conducted a qualitative study to investigate the changes in the professional perceptions of sixteen pre-service language teachers. The results of their analysis of participant surveys, interviews and reflections showed that the experience of feeling like outsiders increased the participants' sense of empathy toward language learners, thus shaping their future pedagogical dispositions.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

Tulgar

2018

Sustainable Multilingualism

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Summary With the globalization of the world and the ease to travel to different parts of the globe, the popularity of exchange programs for students has increased. Many students around the world apply such programs in order to have international learning experiences in which they can, besides educational purposes, meet new social and cultural values while introducing their native cultures. As study-abroad experiences have attracted attention regarding their various effects on the participants, research focusing on students participating in such programs may provide useful insight on their contributions to pre-service teachers’ teaching philosophies. Therefore, this study is intended to investigate the effects of a study-abroad experience on the way three pre-service teachers perceived the teaching profession and whether it modified their teaching philosophy. The data were collected through reflection reports and semi-structured interviews with three Turkish pre-service teachers who spent a semester in Hungary on a study-abroad experience. Content analysis was adopted for data analysis. The results revealed that the participants developed in terms of their linguistic, personal, social, cultural and educational understanding, which in turn contributed to their perceptions and conceptions of the teaching profession and caused them to adjust their teaching philosophies. In the light of these results, some suggestions are provided.

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Section: Discussionmentioning

confidence: 72%

Section: Literature Reviewmentioning

confidence: 99%

The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

Tulgar

2018

Sustainable Multilingualism

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“…Preservice teachers should be engaged in internalized dialogue (Lin et al, 2008) and building awareness of their own frames of reference, and "take on the challenge of confronting difficult discussions on positionality in examining its relationship to one's learning process of constructing and revising one's perspective of both self and other" (p. 1149). As classrooms around the world become more culturally, ethnically, and linguistically diverse, it is critical teacher educators work purposefully toward developing coherent learning experiences (Pilonieta et al, 2017;Smolcic & Katunich, 2017) which help preservice teachers learn to be interculturally aware, develop critical empathy, and acknowledge differences in economic, political, social, and cultural positions.…”

Section: Resultsmentioning

confidence: 99%

“…Lin et al argue that internalized dialogue requires preservice teachers to reflect on their personal cultural values and understand that many ideas they hold as truths are culturallybased. Pilonieta, Medina, and Hathaway (2017) conducted a study on the experiences of preservice teachers in a study abroad program. They found intergroup dialogue is integral to the success of teachers in the field.…”

Section: Literature Reviewmentioning

confidence: 99%

“I don’t even know where Turkey is.”: Developing intercultural competence through e-pal exchanges

Lin¹

2018

JGER

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Using current events to help preservice teachers understand the world they live in encourages preservice teachers to learn about global issues. It also encourages them to develop skills in analytical thinking and reflective judgment by reading and discussing complex real-life scenarios. A semester-long pen-pal project was crafted to help understand how preservice teachers develop intercultural competence, critical empathy, and become less ethnocentric. Twenty-Six American early childhood preservice teachers in a Midwestern state were randomly paired with Turkish early childhood preserivce teachers as their pen-pals. The findings of this qualitative study revealed American preservice teachers had learning curves, but many eventually came to unpack their privileges and preconceived notions, as well as expend their worldviews. Implications of how to assist preservice teachers to work with culturally and linguistically diverse students are addressed.

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“…Ziyarete gelen Hollanda'lı öğretmen adaylarının deneyim paylaşımlarında açıkladıkları, özellikle öğretmen ve öğrenci merkezliliğine yönelik görüşleri, bizi sistemi farklı açıdan incelememiz gerektiği düşüncesine götürmektedir. Bu araştırmayı planlama süreci daha önce niyetlenilen bir şey olmamasına rağmen çoğunlukla yurtdışında eğitim gezileri sonucu gerçekleşen öğrenmelerin kasıtlı değil, tesadüfidir görüşü (Pilonieta, Medina & Hathaway, 2017), bu araştırmanın planlanmasındaki niyeti de açıklayabilir. Şöyle ki bir eğitim gezisi, ilgili deneyimlerin paylaşımının evsahibi ülke açısından da bazı doğurgularının olduğu düşünülerek böyle bir araştırma yapma ihtiyacı doğmuştur... Böylece yurtdışı eğitim gezi ve deneyimlerin, evsahibi ülke eğitiminin irdelenmesini ve dönüştürücü etkisinden daha fazla yararlanılmasını sağlayabilir…”

Section: Introductionunclassified

Hollandali Öğretmen Adaylarina Göre Türki̇ye Deki̇ İlk Öğreti̇me Bi̇r Bakiş

Şeker¹

2019

jisr

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Öz Bu çalışma Hollanda ve Türkiye eğitimini ve sınıf atmosferini ziyarete gelen Hollandalı öğretmen adayları gözüyle incelemeyi amaçlamaktadır. Araştırma iki temel soru üzerinde yürütülmüştür. Bunlar: Hollandalı öğretmen adayları; Türkiye'yi ziyaret etmeden önce Türk eğitim sistemini genel olarak nasıl algılamaktadır? , Ziyaret sonrası sınıfın öğrenme ve öğretme sürecini nasıl algılamaktalar? Hollandalı öğretmen adayları ziyaret sonrasında biçimsel unsurlardan daha çok öğrenme öğretme sürecine odaklandıkları görülmektedir. Hollandalı öğretmen adaylarının görüşüne göre 'öğrenci merkezliliğin' Hollanda'da, 'öğretmenin başatlığının' ise Türkiye'de, olduğunu göstermektedir. Bulgular bireyci ve kollektivist toplumlardaki birey davranışları ile birlikte ele alınıp tartışılmıştır: Araştırmalarda sıklıkla vurgulanan "öğrenci merkezlilik" ve "öğretmen merkezlilik" betimlemelerinin bulunduğumuz, etkilendiğimiz yaşanılan kültürel ortama göre betimlenebileceği, farklılaşabileceği, farklı derecelerle değerlendirilebileceği göz ardı edilmemeli. Buna karşın resmi programlarda sıklıkla vurgulanan bireyi merkeze alan yaklaşımlara yönelik güçlü inançların, uygulamalara aynı şiddetle yansımamasının nedenlerinden biri, kollektivist bir geleneğin alışkanlıkları ile bireyci paradigmaların uygulanmasındaki güçlüklerde de aranmalıdır.

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The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners

Cited by 20 publications

References 23 publications

The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

“I don’t even know where Turkey is.”: Developing intercultural competence through e-pal exchanges

Hollandali Öğretmen Adaylarina Göre Türki̇ye Deki̇ İlk Öğreti̇me Bi̇r Bakiş

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