International Student Teaching as Fertile Improvisational Ground: The Growth of Creative Seeds in Beginning Teachers

• In Event: Teacher Education Through an International Lens

Abstract

Philip’s (2019) call for greater attention to the improvisional dimensions of teaching remains undervalued in contrast to rigid treatments of practice in teacher education. Drawing on Nachmanovitch’s (1990) conception of improvisation, this study explored first year teachers’ improvisational experiences and the extent to which international student teaching gave rise to particular improvisations. Research questions included: How did international student teaching encourage learning through improvisation? How did participants’ background and culture influence improvisational learning and translate to participants’ classrooms? Findings suggest that international student teaching deepened participants’ confidence to take spontaneous pedagogical and professional risks in their first year teaching.

Author

• Danielle M. Carrier, University of Georgia - Athens