"I Didn't Know of a Better Way to Prepare to Teach": A Case Study of Paired Student Teaching Abroad

Autor/inn/en	Cross, Stephanie Behm; Dunn, Alyssa Hadley
Titel	"I Didn't Know of a Better Way to Prepare to Teach": A Case Study of Paired Student Teaching Abroad
Quelle	In: Teacher Education Quarterly, 43 (2016) 1, S.71-90 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education Programs; Study Abroad; Student Teaching; Teamwork; Student Experience; Interviews; Video Technology; Lesson Plans; Reflection; Student Journals; Formative Evaluation; Summative Evaluation; Influences; Foreign Countries; Student Placement; Middle School Teachers; Urban Teaching; Cultural Awareness; Program Effectiveness; Peer Influence; Teaching Skills; Interpersonal Competence; Self Esteem; Sweden + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Teaching practice; Unterrichtspraxis; Studienerfahrung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Studentenzeitung; Influence; Einfluss; Einflussfaktor; Ausland; Schülerpraktikum; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Urban education; Stadtteilbezogenes Lernen; Cultural identity; Kulturelle Identität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Interpersonale Kompetenz; Self-esteem; Selbstaufmerksamkeit; Schweden
Abstract	It has been a year since Sarah and Brian traveled to Malmo, Sweden, as part of a fellowship through their U.S. teacher preparation program. Their experience was unique and life changing, not only because it occurred in another country but because they completed their student teaching in a paired format. They planned and implemented all of their lessons together, worked with the same mentor teacher, and jointly posed and solved problems in the classroom. Their experience of paired student teaching abroad is the subject of this study. Research has shown the positive benefits of completing student teaching abroad (Bradfield-Kreider, 1999; Casale-Briannola, 2005; Cushner & Mahon, 2002; Germain, 1998; Mahon & Stachowski, 1990; Marx & Moss, 2011; Zeichner & Melnick, 1996), including increased cultural sensitivity and competence (Fung King Lee, 2011; Mahon & Cushner, 2002; Phillion & Malewski, 2011), confidence (Cruickshank & Westbrook, 2013; Vall & Tennison, 1992), and global awareness (Fung King Lee, 2011; Romano, 2008). Separate literature has illustrated the potential advantages of paired student teaching, whereby two student teachers work with one cooperating teacher in the same classroom and complete the same required assignments for their entire practicum experience (e.g., Baker & Milner, 2006; Bullough et al., 2003; Dang, 2013; Dee, 2013; Smith, 2004). However, no empirical research to date combines these two interventions to improve traditional student teaching. Our research on paired student teaching abroad fills the gap in the literature, and our findings demonstrate the possibility of using such a model to improve student teachers' experiences and development. Using data from interviews, videos, lesson plans, written reflections, collaborative journals, and formative and summative assessments from Sarah and Brian's placement in Malmo, we explored one central research question: How does paired student teaching abroad influence preservice teachers' experiences while learning to teach? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01