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1.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. 相似文献
2.
Informal science opportunities provide authentic experiences to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. STEMulate Engineering Academy was designed to provide children (Grades 3–5) engineering opportunities and offer teachers a unique professional development experience. The program serves as a practicum experience for teachers seeking a gifted and talented add-on license and the camp also offers free professional development to area teachers. Using a co-teaching approach, students gained firsthand experiences from an engineer in the field, and teachers collaborated with engineers to make the content more relevant. Despite a limited number of contact hours, students and teachers demonstrated growth on pre and post engineering assessments. Informal learning opportunities provided by programs such as STEMulate Engineering Academy could possibly spark student interest in science, technology, engineering, and mathematics (STEM)––leading them to a promising career in a STEM field. 相似文献
3.
Catherine Lang Marcelle Cacciattolo Gillian Kidman 《Asia-Pacific Journal of Teacher Education》2017,45(2):145-161
The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students. 相似文献
4.
Despite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored. 相似文献
5.
Rosalind Murray‐Harvey 《The Teacher Educator》2013,48(2):117-132
Abstract Student teacher stress during practicum experiences has generated interest across teacher education programs. However, there is very little research on the sources of support students draw on to help them cope with practicum stresses. This study sought data directly from the students to represent the student perspective. Students ranked their five most important sources of support for coping, and they noted the strategies they used to cope with practicum stresses. Students consistently reported that seeking support from the teacher was their primary coping strategy. This finding suggests that an effective student‐supervising teacher relationship is critical for student practicum success. Differences emerged between the most and least stressed students in terms of their reported use of coping strategies. Implications of the findings for teacher education programs are addressed. 相似文献
6.
Jihea Maddamsetti 《师资教育杂志》2018,44(2):232-236
This case study examines a Chinese and Korean-Chinese pre-service teachers’ perceptions of their mentor teachers’ role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher’s open conversations and willingness to host those students bring positive influence on their learning and growth. The findings also indicate that the facilitative roles of mentor teachers in the promotion of inclusive environments are intersected with the socio-cultural and political contexts of practicum schools and universities. The study concludes with implications for enhancing the inclusion of diverse pre-service teachers through collaborative roles of multiple practicum stakeholders, including pre-service teachers, mentor teachers, practicum schools, and universities. 相似文献
7.
Kerryann Walsh Corresponding author Leona Elmslie 《Asia-Pacific Journal of Teacher Education》2005,33(1):5-21
This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood pre‐service teacher education programs at a large metropolitan Australian university were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi‐structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful. 相似文献
8.
Since the 1970s, international fieldwork has provided opportunities for small numbers of pre-service teachers to teach and learn in a culture different from their own. Research into this fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs. This article reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors (authors of the essay) on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students. They then proceed to use more reflexive ethnographic methods to tease out the complex identity work undertaken by pre-service teachers and their mentors as they negotiate cultural, pedagogical, and ethical challenges. 相似文献
9.
Guanglun Michael Mu 《International Journal of Disability, Development & Education》2015,62(6):551-555
China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond. 相似文献
10.
《Journal of Teaching in Social Work》2013,33(3-4):41-61
Abstract Rapid changes in social services have altered the organizational context of student practicum experiences. Field experiences have become increasingly complex, requiring that students demonstrate independent practice skills earlier in practicum than was required previously. As a result students need a tool to assist them in understanding the complexities of agency-based practice. The Field System Eco-map, an extension of the traditional eco-map, was developed to help students create a schema for organizing practicum experiences. Additionally the Eco-map can be used to assist students in developing strategies for independent, constructive problem solving in the face of baffling organizational systems and practicum dilemmas. 相似文献
11.
Catherine K. Medina 《Journal of Teaching in Social Work》2013,33(1):29-45
This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action. 相似文献
12.
Reviewed by Thomas O. Blank 《Educational gerontology》2013,39(3):247-248
A survey was conducted in the 1989‐1990 academic year of 421 American Psychological Association (APA) approved programs offering graduate study at the doctoral level in psychology and associated fields. The purpose was to provide continuing documentation of opportunities for doctoral training in adult development and aging. Results were compared to similar surveys conducted in 1975 and 1984. From 1975‐1984 there was dramatic growth in programs offering specialized training in adult development and aging. For the 1984‐1990 time period, growth proceeded at a much slower rate. Additional survey results indicate that most programs offering specialized training in adult development and aging are located in developmental psychology programs in general psychology departments. In addition, respondents were asked to provide information about opportunities for professional experiences offered doctoral students specializing in adult development and aging. Approximately 50% of programs with specialized doctoral training offer students some combination of teaching, research, or practicum/internship experiences. The need for continued growth in programs offering doctoral students specialized training in adult development and aging is discussed. 相似文献
13.
Lisa Hoffmann Vesa Närhi Hannu Savolainen Susanne Schwab 《Journal of Research in Special Educational Needs》2021,21(4):312-322
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms. 相似文献
14.
Kristina M. Hash Jay Poole Melissa Floyd Crystal Dea Moore Anissa T. Rogers Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170
The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs. 相似文献
15.
This study examined 158 lesson plans at one institution across two teacher education programs, inclusive early childhood and elementary education, to determine the impact of Internet usage as inspiration on preservice teachers’ lesson plans. Fisher’s exact test determined statistically significant differences between the Internet use of preservice teachers in the two programs. The data revealed that the preservice teachers in the elementary education program used more Internet resources when planning lessons compared to the preservice teachers in the inclusive early childhood program. Follow-up interviews suggest that the preservice teachers in the inclusive early childhood program had more practicum field experiences, thus increasing their use of physical resources and reducing their use of Internet resources. 相似文献
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17.
This study addresses the question, “What is the impact of an international field experience on preservice teachers?” and corroborates many of the findings of a similar study by Willard-Holt [(2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17, 505–517]. In May 2005, 15 teacher education students from the US completed a 4-week international practicum, working in the classroom with teachers and students at a private international primary through secondary (K12) school in Rome, Italy. Data include preservice teachers’ reflections and comments collected from their personal journals, focus groups with supervisors, observation notes, a final reflection paper, course evaluations, and a questionnaire completed 1 year after the experience to assess any lasting impact the trip may have had on them as individuals and future teachers. While there were a few negative experiences, the results indicate that overall the benefits included both professional and personal changes, such as increased confidence, a better appreciation and respect for differences of others and other cultures, and an awareness of the importance that feedback and reflection play in professional and personal growth. The article concludes with recommendations on how to improve such experiences to enhance the personal growth and cross-cultural competency of preservice teachers. 相似文献
18.
Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools. 相似文献
19.
Yona Leyser Peter D. Abrams 《International Journal of Disability, Development & Education》1986,33(3):173-180
The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed. 相似文献
20.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献