A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

• In Event: 28.089 - MTCC Roundtable Session 10
  In Roundtable Session: 28.089-1 - Field Experiences That Prepare Preservice Teachers for Crossing Intercultural Boundaries

Abstract

This paper systematically reviews the current research on international teaching practicums (ITPs) vis-à-vis teachers’ professional development in four arenas: 1) research contexts (mainly western society), 2) major aims of the studies (improve language proficiency and experience various educational philosophies), 3) frequently used theoretical frameworks (crosscultural psychology and professional identity), and 4) mainly adopted methodology (qualitative research methods). Then the authors map out the current status of the mainstream research on ITPs, which mainly report the positive effects of ITPs on teachers’ heightened intercultural sensitivity
and new educational perspectives. Finally, the researchers problematize the weaknesses of the
present studies and subsequently pinpoint four future research directions on ITPs, which includes adopting quantitative research methods, controlled-comparison group analysis, and longitudinal analysis.

Authors

• Gang Zhu, East China Normal University

• Zhengmei Peng, East China Normal University

• Diana Wandix-White, Texas A&M University-San Antonio

• Lynne Masel Walters, Texas A&M University - College Station

• Li Deng, East China Normal University