The Role of Preservice Teachers' Meaning Perspectives and Schemes in a Study Abroad Experience

Autor/inn/en	Wessels, Stephanie; Holmes, Melissa; Herrera, Socorro
Titel	The Role of Preservice Teachers' Meaning Perspectives and Schemes in a Study Abroad Experience
Quelle	In: Multicultural Learning and Teaching, 6 (2011) 2, (26 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1089
Schlagwörter	Preservice Teachers; Study Abroad; Classroom Techniques; Case Studies; Ethnography; Surveys; Interviews; Cultural Differences; Teaching Methods; Decision Making; Undergraduate Students; Observation; Team Teaching; Elementary School Teachers; Foreign Countries; Intercultural Communication; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Expectations of Students; North Americans; Reflection; Socialization; Professional Identity; Standards; Qualitative Research; Mexico + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Klassenführung; Case study; Fallstudie; Case Study; Ethnografie; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Beobachtung; Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Interkulturelle Kommunikation; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Socialisation; Sozialisation; Standard; Qualitative Forschung; Mexiko
Abstract	This microethnographic case study focuses on patterns of interpretation and decision making of undergraduate preservice teachers as they participated in observations, co-teaching, and teaching in elementary schools in northern Mexico. At the core, this study explores the deeply embedded assumptions preservice teachers may bring to new cross-cultural interactions. Drawing from participant documents, surveys, and interviews, the study seeks to investigate the meaning perspectives and schemes (Mezirow, 1991) that study abroad participants used to make sense of their experiences. Also explored are ways the study abroad experience may have helped to alter or solidify meaning perspectives. Finally, recommendations based on lessons learned are provided for designing study abroad experiences that prompt preservice teachers to view and use cultural differences as assets in classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01