A New Country, New University, New School – How Do I Cope?

International Student Experiences

Authors

DOI:

https://doi.org/10.32674/jis.v10iS2.2838

Keywords:

global citizens, global teachers, preservice teachers, study abroad

Abstract

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). 

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Author Biographies

Kay Hartwig

Kay Hartwig is a Senior Lecturer, Griffith University, Brisbane, Australia. Dr Hartwig, as well as teaching in the discipline of music (undergraduate to PhD level students), is the Director of internationalisation for the School of Education and Professional Studies. In this role she coordinates study tours for Australian Student Teachers internationally. As well as music and arts education research, her research interests are currently centred around international education; internationalisation of the curriculum; work placements for international students. She is the co-author of the book Professional Learning in the Workplace for International Students with Associate Professor Georgina Barton. Kay is the international secretary of ANZARME (Australian and New Zealand Association for Research in Music Education). Email: k.hartwig@griffith.edu.au

Harry Stokhof, HAN University of Applied Sciences, The Netherlands

HARRY STOKHOF is a Senior Lecturer at HAN University of Applied Sciences, Nijmegen, The Netherlands. In addition to teaching Bachelor and Master students in Educational Sciences, Harry is involved as a researcher in various design-based projects intended to professionalize teachers in designing and guiding Question-Driven Learning. In close collaboration with various practitioners, colleague teacher educators and scholars, Harry developed a “principle-based scenario for guiding effective student questioning”. This scenario is also used for in the yearly Winter Course for international students to introduce Question-Driven Learning in their workplace. Together with Peter Fransen, Harry contributed a chapter to the book Professional Learning in the Workplace for International Students. Harry is member of the Board of Directors of EAPRIL (European Association for Practitioner Research on Improving Learning). 

 

Peter Fransen, HAN University of Applied Sciences, The Netherlands

PETER FRANSEN is a Senior Lecturer, HAN University of Applied Sciences, Nijmegen, The Netherlands. Peter teaches Geography, History and Social Sciences at the College of Education for Primary School Teachers of HAN University of Applied Sciences in The Netherlands. Peter is an expert in the pedagogy of Interactive Teaching and Global Citizenship Education. He is a great advocate for internationalization abroad and at home and organizes for example yearly visits for students to the European Parliament’s teaching programs. As well as teaching the Dutch students, Peter is actively involved in various teaching programs for visiting international students. Together with Harry Stokhof, Peter contributed a chapter to the book Professional Learning in the Workplace for International Students

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Published

2020-11-10

How to Cite

Hartwig, K., Stokhof, H., & Fransen, P. (2020). A New Country, New University, New School – How Do I Cope? : International Student Experiences. Journal of International Students, 10(S2), 51–70. https://doi.org/10.32674/jis.v10iS2.2838