Preparing Preservice Teachers With Transformative Learning Experiences in a Short-Term International Teaching Practicum

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Bolstering Student Engagement via Culturally Responsive Practices (Table 7)

Abstract

This study aims to explore Chinese pre-service teachers’ transformative learning experiences in an international teaching practicum in the U.S. Data were collected Cross-Cultural Adaptability Inventory (CCAI), six focus-group interviews, classroom observations, weekly journal reflections, informal communication, and artifacts. The findings showed the participating teachers’ transformative learning experiences in: 1) intercultural competence, 2) changing school curriculum, and 3) understanding multiculturalism/multicultural education. This study furthers our understandings of pre-service teachers’ transformative learning in the international teaching practicum as it is beneficial for pre-service teachers’ personal and professional growth. The transformative experiences they learned in the international teaching practicum would provide them with the knowledge and expertise to teach their students in the ever-changing globalized society.

Author

• Tsung-han Weng, University of Kansas
  Presenting Author