Both Sides of the Fence: Preservice Teachers as Language Learners

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Preservice Teachers' Immersive Experiences in International Contexts

Abstract

Study abroad experiences for pre-service teachers have the power to influence pre-service beliefs and practices (Romano & Cushner, 2007). However, recent criticisms call to question whether the simple experience of being abroad is sufficient for pre-service teacher learning or changing (Ficarra, 2017; Quezada, 2010). Immersion-based study abroad programs are finding that the combination of living and teaching abroad results in pre-service teacher personal and professional growth (Cushner, 2004; Stachowski, Richardson, & Henderson, 2003). However, less is known about how hands-on international teaching experiences promote awareness of and/or encourage changes in pre-service teachers’ beliefs and classroom practices. This phenomenological study helps to further understanding of how pre-service teachers interpret their lived experiences of teaching abroad.

Authors

• Andrea Miller Emerson, Clemson University

• Arsenio F Silva, Clemson University

• Barbara A. Bradley, The University of Kansas