Pre-Service Teachers' Perceptions of a Short-Term International Experience Programme

Autor/inn/en	Barkhuizen, Gary; Feryok, Anne
Titel	Pre-Service Teachers' Perceptions of a Short-Term International Experience Programme
Quelle	In: Asia-Pacific Journal of Teacher Education, 34 (2006) 1, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Foreign Countries; Student Teachers; Language Teachers; Preservice Teacher Education; Teacher Education Programs; Student Teacher Attitudes; Diaries; Questionnaires; Language Proficiency; English (Second Language); International Educational Exchange; Hong Kong; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Diary; Tagebuch; Fragebogen; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Internationaler Austausch; Hongkong; Neuseeland
Abstract	Short-term international experiences (STIE) are becoming a regular, sometimes required, feature of pre-service language teacher education programmes. Often inappropriately termed "immersion programmes", they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre-service English second language teachers' perceptions of a six-week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre-programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further field who are involved in planning and managing similar STIE programmes. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10