Transformations in Personal and Professional Beliefs of Candidates in an International Student Teaching Program

• In Event: Learning About Culturally Responsive Teaching During International Field Experiences

Abstract

This study addresses effects of an international student teaching experience on US teacher candidates’ views on language, culture and their profession. After completing US student teaching, 18 candidates spent five weeks student teaching abroad. For three program years, interviews and the Cross-Cultural Adaptability Inventory were collected before participants left and upon their return to the US. Interviews were coded and interpreted using Mezirow’s transformational learning phases. CCAI data showed an increase in emotional resilience, perceptual acuity and personal autonomy of the participants. Candidate interview responses confirmed that cultural knowledge gained in the experience would complement their linguistic skills and increase their understanding of the challenges experienced by immigrant students who are new to the US and know very little English.

Authors

• Lisbeth Ann Dixon-Krauss, University of North Texas

• Ricardo Gonzalez, University of North Texas

• Kelley Marie King, University of North Texas

• Kathryn Dixon, Texas A&M University - Commerce