Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578063
Title: Study abroad teacher education programme : student perspectives on professional and personal development
Author: Richardson, Paula
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2012
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Abstract:
The aim of this study is to explore the influence of a student teaching abroad programme using data collected from American and Canadian teacher education students who participated in a study abroad programme over a fifteen year period. Although there is a growing body of research into the impact of study abroad in a wider context, far less exists specifically on student teaching abroad and this makes systematic examination difficult This lack of information provided a major stimulus for developing my own research. This took the form of a longitudinal study which focused on the professional and personal perspectives of the participants' experience overseas on their subsequent lives and careers. The research sample of sixty-six participants completed a detailed online questionnaire and from this group eight participants were selected to take part in semi-structured face-to-face interviews. Students' responses indicated that a major benefit of a student teaching placement abroad was the opportunity it provided to observe and work in an educational system which was often very different from those they had previously experienced. Participants described how they felt they developed a range of personal attributes which enabled them to become more mature, confident, articulate and resourceful teachers. Their experiences were not without challenges and they identified a range of issues which they found difficulty with, including homesickness, the challenge of living in a different environment and teaching students for an extended amount of time (which was a new experience for many of the participants). The challenges experienced however helped to develop in students a growing sense of professionalism as they progressed through their placement. Many participants felt that the rich cultural experiences enhanced and extended their professional and personal development and gave them a confidence to work with a range of ethnically and culturally diverse learners in their subsequent teaching posts on their return to their home countries.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.578063  DOI: Not available
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