Biliteracy Teachers' Self-Reflections of Their Accounts while Student Teaching Abroad: Speaking from "the Other Side"

Autor/inn/en	Quezada, Reyes L.; Alfaro, Cristina
Titel	Biliteracy Teachers' Self-Reflections of Their Accounts while Student Teaching Abroad: Speaking from "the Other Side"
Quelle	In: Teacher Education Quarterly, 34 (2007) 1, S.95-113 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Teaching; Foreign Students; International Education; Global Approach; Foreign Countries; Literature Reviews; Bayesian Statistics; Transformative Learning; Student Exchange Programs; Study Abroad; Literacy; Course Descriptions; Phenomenology; Teacher Education Programs; Mexico; United States + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Internationale Erziehung; Globales Denken; Ausland; Pädagogische Transformation; Schüleraustausch; Studies abroad; Auslandsstudium; Alphabetisierung; Schreib- und Lesefähigkeit; Kursstrukturplan; Phenomenological psychology; Phänomenologie; Psychologie; Mexiko; USA
Abstract	In an article published in the "International Education Journal" entitled "Beyond Educational Tourism: Lessons Learned While Student Teaching Abroad," Quezada (2005) provides an overview of the literature regarding student teaching abroad experiences. This article summarizes his literature review and applies the findings to a study conducted by Alfaro (2003) about the experiences of four biliteracy teachers who participated in an international student teaching abroad program in Mexico and who are now teaching in the United States. The study focused on addressing the personal and professional dynamics biliteracy teachers negotiate in becoming teachers with a global perspective as a result of an international experience (Alfaro, 2003). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10