849
Views
5
CrossRef citations to date
0
Altmetric
Articles

Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience

ORCID Icon &
Pages 230-244 | Received 29 Oct 2018, Accepted 10 Sep 2019, Published online: 22 Nov 2019

References

  • Allen, J., & Wright, S. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching Theory and Practice, 20(2), 136–151.
  • Amaro-Jiménez, C. (2012). Service learning Preparing teachers to understand better culturally and linguistically diverse learners. Journal of Education for Teaching, 38(2), 211–213.
  • Ateşkan, A. (2016). Pre-service teachers’ cultural and teaching experiences abroad. Journal of Education for Teaching, 42(2), 135–148.
  • Bauml, M. (2014). Collaborative lesson planning as professional development for beginning primary teachers, The New Educator. 10(3), 182–200.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Census and Statistics Department. (2016). Population by-census main results. Hong Kong: Census and Statistics Department, HKSAR.
  • Chow, J. M. L., & Harfitt, G. J. (2017). Experiential learning within teacher education programmes a qualitative approach to evaluating student teachers’ learning and understanding its benefits. SAGE Research Methods Case. SAGE Publications. doi:10.4135/9781526441669.
  • Cushner, K. (2007). The role of experience in the making of internationally minded teachers. Teacher Education Quarterly, 34(1), 27–39.
  • Darling-Hammond, L. (2006). Powerful teacher education lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
  • Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research construction, administration, and processing. New York Routledge.
  • Farrell, T. S. (2008). ‘Here’s the book, go teach the class’ ELT practicum support. RELC Journal, 39(2), 226–241.
  • Fernandez, C. (2002). Learning from Japanese approaches to professional development the case of lesson study. Journal of Teacher Education, 53(5), 393–405.
  • Freeman, D. (1998). Doing teacher research from inquiry to understanding. Boston Heinle & Heinle.
  • Gan, Z., & Lee, J. (2015). Understanding ESL student teachers’ learning of classroom practices in the practicum a case study in Hong Kong. Asia-Pacific Educational Researcher, 25(2), 251–266.
  • Gao, X. (2015). Promoting experiential learning in pre-service teacher education. Journal of Education for Teaching, 41(4), 435–438.
  • Goodwin, A. L. (2010). Globalization and the preparation of quality teachers Rethinking knowledge domains for teaching. Teaching Education, 21(1), 19–32.
  • Harfitt, G. J., & Chow, J. M. L. (2018). Transforming traditional models of initial teacher education through a mandatory experiential learning programme. Teaching and Teacher Education, 73, 120–129.
  • Hepple, E., Alford, J., Henderson, D., Tangen, D., Hurwood, M., Alwi, A., … Alwi, A. (2017). Developing intercultural learning in Australian pre-service teachers through participating in a short term mobility program in Malaysia. Teaching and Teacher Education, 66, 273–281.
  • Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198–209.
  • Liu, N., Lin, C.-K., & Wiley, T. G. (2016). Learner views on english and English language teaching in China. International Multilingual Research Journal, 10(2), 137–157.
  • Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching the influence of mentoring. Teaching and Teacher Education, 66, 47–59.
  • Moorhouse, B. L. (2018a). Taking an active role in our preservice teachers’ overseas teaching experience report on an experiential learning project in China. Journal of Education for Teaching., 44.(2), 241–242.
  • Moorhouse, B. L. (2018b). Standardized homework practices and teacher autonomy experiences of primary English language teachers in Hong Kong. The Asia-Pacific Education Researcher., 25(5). doi:10.1007/s40299-018-0391-4.
  • Moorhouse, B. L., & Oh, M. (2019). Students as partners beyond formal education A mentoring partnership in the first year of teaching. International Journal for Students as Partners, 3(2), 156–162.
  • Morris, P., & Adamson, B. (2010). Curriculum, schooling, and society in Hong Kong. Hong Kong: Hong Kong University Press.
  • Pence, H. M., & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24(1), 14–25.
  • Pilonieta, P., Medina, A. L., & Hathaway, J. I. (2017). The impact of a study abroad experience on preservice teachers’ dispositions and plans for teaching english language learners. The Teacher Educator, 52(1), 22–38.
  • Power, A., Truong, S., Gray, T., Downey, G., Hall, T., & Jones, B. (2017). When outbound mobility programs and service learning align in pre-service teacher education. Asia Pacific Education Review, 18(3), 401–412.
  • Purdy, N., & Gibson, K. (2008). Alternative placements in initial teacher education an evaluation. Teaching and Teacher Education, 24(8), 2076–2086.
  • Qi, Y. (Grace). (2017). Primary school english language education in China exploring the attitudes and perceptions of key stakeholders (PhD Doctorate). Griffith University, Brisbane.
  • Santoro, N. (2014). ‘If I’m going to teach about the world, I need to know the world’ Developing Australian pre-service teachers’ intercultural competence through international trips. Race Ethnicity and Education, 17(3), 429–444.
  • Smolcic, E., & Katunich, J. (2017). Teachers crossing borders A review of the research into cultural immersion field experiences for teachers. Teaching and Teacher Education, 62, 47–59.
  • Trent, J. (2018). ‘Fitting in’or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher Development, 22(4), 571–586.
  • Vatalaro, A., Szente, J., & Levin, J. (2015). Transformative learning of pre-service teachers during study abroad in Reggio Emilia, Italy A case study. Journal of the Scholarship of Teaching and Learning, 15(2), 42–55.
  • Willard-Holt, C. (2001). The impact of a short term international experience for preservice teachers. Teaching and Teacher Education, 17, 505-517. doi:10.1016/S0742-051X(01)00009-9
  • Wing (Brad) Chan, Y., & Gao, X. (2014). Pre-service English teachers’ perceptions of newly arrived children from Mainland China. Journal of Education for Teaching, 40(2), 140–154.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.