A New Country, New University, New School – How Do I Cope?
International Student Experiences
Keywords:global citizens, global teachers, preservice teachers, study abroad
Many students embark on an international experience (study tour and/or practicum/placement) during their teacher education program. There are benefits and challenges for those participating in such programs. Reflection is a useful tool in enabling the students to reflect on their experiences; capitalise on the benefits and assist in meeting the challenges that may arise. This paper reports on how reflection was used in a three-week program for international students conducted in a school in The Netherlands. Reflection is an important part of the program as the students are required to socialise into a new country and culture; a new university setting; and then a new school site – multi socialisation (Barton & Hartwig, 2017). The aim of this specific program was the development of participants both as global citizens and as global teachers (Stokhof & Fransen, 2017).
Australian Government. (2020). Australian students overseas. https://internationaleducation.gov.au/research/australianstudentsoverseas/pages/australians-students-overseas.aspx
Azevedo, S., & Ferreira, F. I. (2013). Participation and learning in a Jenaplan School in the Netherlands: An ethnographic research with children. Procedia-Social and Behavioral Sciences, 82, 599-603.
Barton, G. M. & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education: A cross disciplinary approach in creative industries. Higher Education Research and Development, 33(3), 409-424.
Barton, G. M. & Hartwig, K. (2017). Professional learning in the work place for international students: Exploring theory and practice. Cham, Switzerland: Springer.
Barton, G. M., Hartwig, K., Bennett, D., Cain, M., Campbell, M., Ferns, S., Jones, L., Joseph, D., Kavanagh, M., Kelly, A., Larkin, I., O’Connor, E., Podorova, A., Tangen, D., & Westerveld, M. (2017). Work placement for international students: A model of effective practice. In G. M. Barton & K. Hartwig (Eds.), Professional learning in the workplace for international students: Exploring theory and practice, (pp. 13-34). Springer.
Bennett, M. J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (pp. 62-77). Intercultural Resource Corporation
Berger, J. (2004). Dancing on the threshold of meaning: Recognizing and understanding the growing edge. Journal of Transformative Education, 2(4), 336-351.
Brown, L. (2009). The transformative power of the international sojourn: An ethnographic study of the international student experience. Annals of Tourism Research, 36(3), 502-521.
Burns, R. (1998). Introduction to research methods. Longman.
Calderhead, J., & Gates, P. (Eds.). (2003). Conceptualising reflection in teacher development. Routledge.
Carr, W., & Kemmis, S. (1986). Becoming critical. Falmer.
Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator. Multicultural Perspectives, 11(2), 101-106.
Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters, (pp. 45-58). Teachers College Press.
Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. Routledge.
Dippold, D. (2013). Interaction for learning in the Anglophone university classrooms: Mastering interactional challenges through reflective practice. Journal of Academic Language and Learning, 7(1), A14-25.
Hartwig, K. (2017). The study abroad programme: Experience and benefits. In G. M. Barton & K. A. Hartwig (Eds.), Professional Learning in the Work Place for International Students, (pp. 225-238). Springer.
Hunter, C.A., Pearson, D. & Gutierrez, A.R. (2015). Interculturalization and teacher education: Theory to practice. Routledge.
Kramer, D. & Wu, J. (2019). A hope for study abroad: Evidence from Tennessee on the impact of merit-aid policy adoption on study abroad participation. Educational Policy, 1-30. https://doi.org/10.1177/0895904818823752
Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205-221.
Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535.
Major, J. & Santoro, N. (2016). Supervising an international teaching practicum: building partnerships contexts. Oxford Review of Education, 42(4), 460-474. https://doi.ork/10.1080/03054985.2016.1195734
Marx, H., & Moss, D. M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35-47.
McGrady, K. (2017). Educating for diversity: How to ensure teacher success in
reaching culturally and linguistically diverse populations. Unpublished doctoral dissertation, Johns Hopkins University.
Norman, T, (2020). Creating inclusive classrooms through culturally responsive pedagogy. Theses and Dissertations. Norman University. https://rdw.rowan.edu/etd/2759
Rodgers, C. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230-253.
Ruth, A., Brewis, A., Blasco, D., & Wutich, A. (2018). Long-term benefits of short-term research-integrated study abroad. Journal of Studies in International Education, 23(2), 265-280. https://doi.org/10.1177/1028315318786448
Ryan, M. (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18(2), 144-155.
Santoro, N. & Major, J. (2012). Learning to be a culturally responsive teacher through international study trips: transformation or tourism? Teaching Education, 23(3), 309-322. http://dx.doi.org/10.1080/10476210.2012.685068
Stokhof, H. J. M., De Vries, B., Bastiaens, T., & Martens, R. (2017). How to guide effective student questioning? A review of teacher guidance in primary education. Review of Education, 5(2), 123-165. doi:10.1002/rev3.3089
Stokhof, H., & Fransen, P. (2017). “Let’s focus on exploration”: Developing professional identity of international students as global teachers in a question-driven practicum. In G. M. Barton & K. A. Hartwig (Eds.), Professional learning in the workplace for international students: Exploring theory and practice (pp. 239-258). Springer.
Tashakkori, A., & Creswell, J. (2007). Exploring the nature of research question in mixed method research. Journal of Mixed Methods Research, 1(3), 207-212.
Tashakkori, A. & Teddlie, C. (2003). Handbook of mixed methods in social and behavioral research. Sage.
Tran, L. T., & Pham, L. (2017). International student connectedness with local teachers and peers: Insights from teachers. In Tran, L.T. & Gomes, G. (Eds). International Student Connectedness and Identity – Transnational Perspectives. Springer.
Trede, F., Bowles, W. & Bridges, D. (2013). Developing intercultural competence and global citizenship through international experiences: academics’ perceptions. Intercultural Education, 24(5), 442-455.
Wise, S. (2014). Mixed methods: The third research community. In K. Hartwig (Ed.), Research methodologies in music education, (pp. 183-198). Cambridge Scholars Publishing.
How to Cite
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.