The Transformative Effect of Study Abroad: Australian Teaching Experience on US Pre-Service Teacher Identity Formation

Autor/inn/en	Collins, Jennifer; Geste, Audrey
Titel	The Transformative Effect of Study Abroad: Australian Teaching Experience on US Pre-Service Teacher Identity Formation
Quelle	In: International Education Journal: Comparative Perspectives, 15 (2016) 2, S.13-22 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Study Abroad; Preservice Teachers; Teaching Experience; Teacher Role; Transformative Learning; International Educational Exchange; Placement; Teacher Collaboration; Student Attitudes; Teaching Methods; Foreign Countries; Professional Identity; Phenomenology; Program Descriptions; Collegiality; Undergraduate Students; Australia; North Carolina + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Lehrerrolle; Pädagogische Transformation; Internationaler Austausch; Betriebspraktikum; Praktikum; Lehrerkooperation; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Kollegialität; Australien
Abstract	This study describes the transformational effect of a short-term study abroad experience on a group of US pre-service teachers (PST). The PST participated in a cross-cultural exchange, which included a six-week placement in an Australian school where they assumed many teaching responsibilities. The PST reported experiencing collaboration as a structural feature of their Australian school experience in distinct contrast to their highly compartmentalized organizational structure of mainstream US schooling. This broadened perspective of shared teaching roles impacted students such that they expressed a belief that they, too, could incorporate this approach to teaching in the US. Not only the exposure to the complexity of teacher roles and responsibilities, but their inclusion as near-peers prompted the PST to experience, for some for the first time, the sense of actual identification as teacher. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01