Building Capacity and Changing Mental Models: The Impact of a Short-Term Overseas Teaching Experience on White Teacher Candidates from a Rural Midwestern College

Autor/inn/en	Burgard, Karen L. B.; Boucher, Michael L., Jr.; Johnston, Kathryn L.
Titel	Building Capacity and Changing Mental Models: The Impact of a Short-Term Overseas Teaching Experience on White Teacher Candidates from a Rural Midwestern College
Quelle	In: Action in Teacher Education, 40 (2018) 1, S.96-112 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgard, Karen L. B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424662
Schlagwörter	Foreign Countries; Capacity Building; Schemata (Cognition); Overseas Employment; Teaching Experience; Whites; Rural Schools; Community Colleges; Qualitative Research; Case Studies; Preservice Teachers; Practicums; Educational Practices; Student Teacher Attitudes; Attitude Change; World Views; Cross Cultural Training; Cultural Awareness; International Schools; Reflection; Essays; Classroom Communication; Interviews; Data Analysis; Guatemala + Suchen Sie Ihr Suchwort? Ausland; Cognition; Schema; Kognition; Auslandstätigkeit; White; Weißer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Community college; Community College; Qualitative Forschung; Case study; Fallstudie; Case Study; Practicum; Praktikum; Praktika; Bildungspraxis; Attitudinal change; Einstellungsänderung; World view; Weltanschauung; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; International school; Internationale Schule; Essay; Aufsatzunterricht; Klassengespräch; Interviewing; Interviewtechnik; Auswertung
Abstract	This qualitative case study investigated the changes in mental models of a group of White, rural and suburban, teacher candidates in a rural midwestern college and their increased capacity to understand race and culture after their short-term practicum experience in Guatemala City. The study used individual written reflections, whole-group discussions, and individual interviews to investigate changes in mental models of educational practices by preservice teachers. Teacher candidates expressed (1) changes in their mental models of schools, teaching, and learning; (2) changes in their personal growth that they expressed would affect their future teaching; and (3) an expansion of their personal worldview and a reduction in otherization of non-U.S. and people who would not be considered White in America. This study finds that short-term international teaching experiences can have a profound impact on how the preservice teachers plan to meet the needs of diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01