Bringing the Learning Home: Examining the Course-Level Impact of International Professional Experience

A. Fitzgerald, O. Bradbury
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Abstract

Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood is the impact on the learning and teaching that occurs at the university curriculum level prior to and after an international placement. An emergent aspect of this research and the focus of this paper is the impact of these experiences in terms of what they offer the university teaching and learning context. To gain a further understanding of the extent of these impacts, a set of reflective narratives from 10 pre-service teachers and seven teacher educators were gathered and analysed using inductive, thematic analysis. The findings showed that for pre-service teachers and teacher educators that context both culturally and educationally were paramount. The reflections highlighted the impact on the development of a range of general capabilities for both sets of participants. Additionally, international placement experiences increased levels of reflection for both pre-service teachers and teacher educators, which led to further understanding and refining their teacherly identity.
把学习带回家:考察国际专业经验对课程水平的影响
在全球化、全球化学习和国际流动日益增长的时代,国际专业经验可以为个人和学术发展提供一系列机会。也许不足为奇的是,职前教师普遍证明了国际实习的积极影响。人们不太了解的是,在国际安置之前和之后,大学课程水平对学习和教学的影响。本研究的一个新兴方面和本文的重点是这些经历对大学教学环境的影响。为了进一步了解这些影响的程度,我们收集了10名职前教师和7名教师教育者的一组反思性叙述,并采用归纳、主题分析的方法进行了分析。研究结果表明,对于职前教师和教师教育者来说,文化和教育背景都是至关重要的。这些反思突出了对两组参与者发展一系列一般能力的影响。此外,国际安置经验提高了职前教师和教师教育者的反思水平,从而进一步理解和完善了他们的教师身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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