2026-09-25T05:23:02Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/117522 2025-11-07 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McCarthey, Sarah J McCarthey, Sarah J Thorstensson Davila, Liv Prendergast , Catherine Witt , Mary Allison 2022-12 application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-12-01 The student, Jacob Minniear, accepted the attached license on 2022-08-08 at 23:16. The student, Jacob Minniear, submitted this Dissertation for approval on 2022-08-09 at 10:38. This Dissertation was approved for publication on 2022-08-09 at 16:09. DSpace SAF Submission Ingestion Package generated from Vireo submission #18451 on 2023-04-12 at 11:34:13 Exploring the affective and professional journey of teaching abroad Minniear, Jacob Neal 2022-08-09 study abroad teach abroad affect case studies 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. Thesis eng https://hdl.handle.net/2142/117522 Copyright 2022 Jacob Minniear Ph.D. Dissertation Curriculum and Instruction University of Illinois at Urbana-Champaign Curriculum and Instruction