International Teaching Internships for Future Teachers: Potential and Challenges for Learning
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| Title: | International Teaching Internships for Future Teachers: Potential and Challenges for Learning |
|---|---|
| Language: | English |
| Authors: | Carola Mantel (ORCID |
| Source: | Educational Research for Policy and Practice. 2024 23(2):215-227. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | International Education, Internship Programs, Student Teacher Attitudes, Culturally Relevant Education, Cultural Awareness, Teacher Exchange Programs, Foreign Countries, Study Abroad, Learning Processes, Self Efficacy, Teacher Education Programs, Preservice Teachers, Outcomes of Education |
| DOI: | 10.1007/s10671-022-09313-4 |
| ISSN: | 1570-2081 1573-1723 |
| Abstract: | Internationalisation of the higher education system continues to have a strong impact on national education policies. From an international perspective, learning to teach in globally competent and culturally responsive ways is a core element of teacher education. For this purpose, academically and practice-oriented student teacher exchange programmes have been established. It is often taken for granted that corresponding internships abroad offer positive learning experiences, but research shows that these expectations are frequently not met. This paper, hermeneutics therefore, investigates if and how learning takes place in multi-week international internships, what shapes, enables, limits or obstructs this learning. The investigation is based on a qualitative-hermeneutic approach with data collected from group discussions and analysed according to the documentary method. The analyses led to two 'ideal types': the first is based on learning from contrasts and includes sub-types in which the student teachers' perceptions and interpretations are differentiated or distanced to a greater or lesser extent. The second ideal type, in which learning takes place through challenges, is also divided into sub-types which differ in the degree of self-efficacy experienced by the students. The paper concludes with some suggestions on how pre-service teachers can be supported so that the learning potential of their internships can be exploited more fully. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425462 |
| Database: | ERIC |
| Abstract: | Internationalisation of the higher education system continues to have a strong impact on national education policies. From an international perspective, learning to teach in globally competent and culturally responsive ways is a core element of teacher education. For this purpose, academically and practice-oriented student teacher exchange programmes have been established. It is often taken for granted that corresponding internships abroad offer positive learning experiences, but research shows that these expectations are frequently not met. This paper, hermeneutics therefore, investigates if and how learning takes place in multi-week international internships, what shapes, enables, limits or obstructs this learning. The investigation is based on a qualitative-hermeneutic approach with data collected from group discussions and analysed according to the documentary method. The analyses led to two 'ideal types': the first is based on learning from contrasts and includes sub-types in which the student teachers' perceptions and interpretations are differentiated or distanced to a greater or lesser extent. The second ideal type, in which learning takes place through challenges, is also divided into sub-types which differ in the degree of self-efficacy experienced by the students. The paper concludes with some suggestions on how pre-service teachers can be supported so that the learning potential of their internships can be exploited more fully. |
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| ISSN: | 1570-2081 1573-1723 |
| DOI: | 10.1007/s10671-022-09313-4 |
