Withdraw
Loading…
Exploring the affective and professional journey of teaching abroad
Minniear, Jacob Neal
This item's files can only be accessed by the Administrator group.
Permalink
https://hdl.handle.net/2142/117522
Description
- Title
- Exploring the affective and professional journey of teaching abroad
- Author(s)
- Minniear, Jacob Neal
- Issue Date
- 2022-08-09
- Director of Research (if dissertation) or Advisor (if thesis)
- McCarthey, Sarah J
- Doctoral Committee Chair(s)
- McCarthey, Sarah J
- Committee Member(s)
- Thorstensson Davila, Liv
- Prendergast , Catherine
- Witt , Mary Allison
- Department of Study
- Curriculum and Instruction
- Discipline
- Curriculum and Instruction
- Degree Granting Institution
- University of Illinois at Urbana-Champaign
- Degree Name
- Ph.D.
- Degree Level
- Dissertation
- Keyword(s)
- study abroad
- teach abroad
- affect
- case studies
- Abstract
- This qualitative study of elementary pre-service teachers explores their professional and affective experiences in a teach abroad program. Data were collected with seven participants who were in their last semester of their teacher education program. For eight weeks, the participants taught in Lyon, France. Data sources included semi-structured interviews, researcher’s journal, seminar reflections, and focus groups. Consistent with previous literature, the analysis of the data determined that teach abroad programs yield positive results such as increased confidence, adaptability, and cultural understanding. The study aimed to explore how participants arrived at these positive results and how they engaged in their new environment. Through an ethnographic lens, the teach abroad program is documented. Four case studies explore how individuals from the same teacher education program navigated professional challenges in a new context. While there are benefits of teach abroad programs, the journey can be turbulent for preservice teachers as they adjust to a new professional context. Moreover, the participants experienced professional cultural shock, which was eased when professional training and seminars were provided. The role of previous professional teaching and schooling experiences impacted the way participants adapted to their teaching context. Implications for how teach abroad programs can support students in international placements include collaboration between host teachers and the preservice teachers, targeted professional development, and alignment with a pedagogical assessment framework.
- Graduation Semester
- 2022-12
- Type of Resource
- Thesis
- Copyright and License Information
- Copyright 2022 Jacob Minniear
Owning Collections
Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at IllinoisManage Files
Loading…
Edit Collection Membership
Loading…
Edit Metadata
Loading…
Edit Properties
Loading…
Embargoes
Loading…