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Reimagining Transcultural Identity: A Case Study of Field Experiences for International Preservice Teachers

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Title: Reimagining Transcultural Identity: A Case Study of Field Experiences for International Preservice Teachers
Language: English
Authors: Soong, H. (ORCID 0000-0002-1798-4881), Kerkham, L., Reid-Nguyen, R., Lucas, B., Geer, R., Mills-Bayne, M.
Source: Teaching Education. 2021 32(4):420-436.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Preservice Teachers, Foreign Students, Experiential Learning, Cultural Differences, Identification (Psychology), Cultural Awareness, COVID-19, Pandemics, Inclusion, Student Diversity, Foreign Countries, Masters Programs
Geographic Terms: Australia
DOI: 10.1080/10476210.2020.1790516
ISSN: 1047-6210
Abstract: Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country's economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of 'transcultural' is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs' contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1315720
Database: ERIC
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  Data: Reimagining Transcultural Identity: A Case Study of Field Experiences for International Preservice Teachers
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  Data: <searchLink fieldCode="AR" term="%22Soong%2C+H%2E%22">Soong, H.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1798-4881">0000-0002-1798-4881</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kerkham%2C+L%2E%22">Kerkham, L.</searchLink><br /><searchLink fieldCode="AR" term="%22Reid-Nguyen%2C+R%2E%22">Reid-Nguyen, R.</searchLink><br /><searchLink fieldCode="AR" term="%22Lucas%2C+B%2E%22">Lucas, B.</searchLink><br /><searchLink fieldCode="AR" term="%22Geer%2C+R%2E%22">Geer, R.</searchLink><br /><searchLink fieldCode="AR" term="%22Mills-Bayne%2C+M%2E%22">Mills-Bayne, M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+Education%22"><i>Teaching Education</i></searchLink>. 2021 32(4):420-436.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/10476210.2020.1790516
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  Data: Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country's economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of 'transcultural' is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs' contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.
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    Subjects:
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Foreign Students
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