An Examination of the Influences of an International Teaching Practicum on the Perspectives and Practices of Participating Teachers
General Material Designation
[Thesis]
First Statement of Responsibility
Sciaky, Elizabeth S.
Subsequent Statement of Responsibility
Ho, Hsiu-Zu
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
UC Santa Barbara
Date of Publication, Distribution, etc.
2015
DISSERTATION (THESIS) NOTE
Body granting the degree
UC Santa Barbara
Text preceding or following the note
2015
SUMMARY OR ABSTRACT
Text of Note
This study examines the ways in which an international teaching practicum influenced participants' perspectives about teaching, learning and schooling, and the ways that these new or changed perspectives materialized in the participants' teaching practice over the course of twelve months. To understand these influences, participants were given pre- and post- surveys that aimed to examine their intercultural competence, and were interviewed at three points in time after the completion of the international practicum. Their TEP supervisors were also interviewed. Findings revealed the ways in which participants made sense of their experiences abroad, and how the program supported (and possibly hindered) their sensemaking. Sensemaking was connected to changes in the participants' global awareness, critical consciousness, self-concept, and empathy. Participants felt that these personal impacts were related to corresponding changes in their teaching practices. They attempted to emulate their hosts, bring global awareness into their classrooms, and described culturally responsive practices and attitudes. Participants also reported that their international practicums influenced their professional marketability, goals, and decisions.