Student Teacher's Boundary Experiences during an International Teaching Internship

Autor/inn/en	Mesker, Peter; Wassink, Hartger; Akkerman, Sanne; Bakker, Cok
Titel	Student Teacher's Boundary Experiences during an International Teaching Internship
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1498577 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mesker, Peter) ORCID (Wassink, Hartger) ORCID (Akkerman, Sanne) ORCID (Bakker, Cok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1498577
Schlagwörter	Student Teachers; Internship Programs; International Education; Cultural Differences; Social Differences; Culture Conflict; Student Teacher Attitudes; Student Experience; Beliefs; Faculty Development; Foreign Countries; Study Abroad; International Schools; Females; Single Sex Schools; Secondary Schools; Teaching Methods; Netherlands; United Kingdom; Norway; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Berufspraktische Ausbildung; Internationale Erziehung; Kultureller Unterschied; Sozialer Unterschied; Kulturkonflikt; Studienerfahrung; Belief; Glaube; Ausland; Studies abroad; Auslandsstudium; International school; Internationale Schule; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Sekundarschule; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande; Großbritannien; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A boundary is a metaphor for an experience of discontinuity wherein a socio-cultural difference is perceived as a challenge or obstacle in action or interaction. This case study explores eight student teachers' perceptions of boundaries during an international teaching internship to identify where experiences of professional learning originate. We found four types of boundary experiences related to discontinuity: (1) existing pedagogical approaches, (2) personal aspects, (3) a specific school type or culture, and (4) the world outside the classroom. Results suggest that the learning potential of experiencing discontinuity resides in situations wherein student teachers' beliefs are being questioned, thus making the student teacher aware of their implicit beliefs. Student teachers' attempts to reposition themselves while experiencing discontinuity resulted in questioning their existing ways of thinking and acting. Everyday teaching approaches were no longer always taken for granted, thus opening alternate perspectives. In this study, student teacher experiences of discontinuity had various dimensions (cultural, professional, and personal), which also determined their learning potential. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01