Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges

Autor/inn/en	Ospina, Nelly Sierra; Medina, Sergio Lopera
Titel	Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges
Quelle	In: Journal of Research in International Education, 19 (2020) 1, S.38-53 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240920915013
Schlagwörter	Overseas Employment; Teacher Attitudes; Teaching Experience; Individual Development; Professional Development; Intercultural Communication; Foreign Countries; Language Teachers; Cultural Differences; Barriers; Reflection; Self Efficacy; English (Second Language); Second Language Learning; Secondary School Teachers; United States; Argentina; Chile; Colombia; Costa Rica; Mexico; Romania; Australia; Jamaica + Suchen Sie Ihr Suchwort? Auslandstätigkeit; Lehrerverhalten; Individuelle Entwicklung; Interkulturelle Kommunikation; Ausland; Language teacher; Sprachunterricht; Kultureller Unterschied; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; USA; Argentinien; Kolumbien; Mexiko; Rumänien; Australien
Abstract	This study reports on the impact of international visiting faculty's teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01