Outcomes from International Teaching Placements -- What's in It for the Receiving Side? A Case of Norwegian Preservice Teachers in Indian Schools

Autor/inn/en	Aamaas, Åsmund; Nodeland, Tuva Skjelbred; Duesund, Knut
Titel	Outcomes from International Teaching Placements -- What's in It for the Receiving Side? A Case of Norwegian Preservice Teachers in Indian Schools
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 5, S.463-476 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1680954
Schlagwörter	Student Placement; Study Abroad; Preservice Teachers; Early Childhood Education; Cooperating Teachers; Teacher Attitudes; Teacher Supervision; Rural Schools; Professional Development; Capacity Building; Cultural Awareness; School Culture; Foreign Countries; Partnerships in Education; International Cooperation; Norway; India + Suchen Sie Ihr Suchwort? Schülerpraktikum; Studies abroad; Auslandsstudium; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Cultural identity; Kulturelle Identität; Schulkultur; Schulleben; Ausland; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Norwegen; Indien
Abstract	International teaching placements are offered to students in many Initial Teacher Education institutions. The outcomes for preservice teachers in these international settings are widely researched and debated, but few studies focus on the experience of the receiving side. This article investigates outcomes for Indian cooperating teachers in eight schools after receiving cohorts of Norwegian preservice teachers on placement over a period of twenty years. Through an analysis of qualitative research interviews with twenty-one Indian teachers, the article explores how a host community perceives and assesses its outcomes from the placements. The article finds that the teachers view their outcomes mainly in terms of exposure to new and different pedagogical methods, and as personal enrichment through encountering a foreign culture. The impact on pedagogical practices or school culture however, seems to be minimal due to systemic differences and barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01