International Student Teaching Research Articles

Cut and paste pedagogy?: Academic mobility, teaching practices and the circulation of knowledge

Drawing on material from qualitative research with Chinese academics in a UK university and British academics in the Chinese branch campus of that university, this paper places pedagogy at the centre of geographical debates about mobility and the internationalisation of higher education. In particular, it moves beyond the usual focus on the mobility of pedagogy in schools or the teaching of international students in higher education to consider how pedagogic practices are embodied in mobile academic staff, within particular classroom and wider institutional environments. These individuals bring their prior experience of teaching and institutional cultures to a new environment where they come up against approaches and pedagogic practices which may clash with their beliefs about good teaching. This pedagogic dissonance may create feelings of frustration or insecurity, but may also provide opportunities for creativity and self-reflection. The paper focuses on three aspects of pedagogic practice: classroom interactions, language and assessment. The focus on the embodied nature of pedagogic practice extends geographical debates around academic mobility, hierarchies of knowledge, and the internationalisation of higher education.

An Action Research Endeavor with International Student Teaching Assistants for Their Development as Teaching Professionals

Research on the experiences of international student teaching assistants (TAs) in the context of Japan is scarce even though for the majority of TAs the position provides them with their first experience of being an educator at the university level. In this research, I used an action research methodology to better understand and improve the quality of classroom life with three international student TAs. Data were gathered, using interviews, picture drawing, and classroom field notes. Overall, there was an agreement among the participants that the action research endeavor enabled them to feel empowered as teacher professionals in that they reported increases in both their collaboration with me (the course instructor) and the frequency and quality of their engagements with their students. They also noted that the feedback they received from and offered to me became more insightful and wide-ranging. I will conclude this article with my recommendations for future research on TAs.

German in the Classroom: Development of a Learning Medium to Support Students in the German Lesson Preparation Course

This research and development pursues the aim to develop an instructional medium in the form of an Android-based application named “Deutsch im Klassenzimmer“ that is intended for German students of Universitas Negeri Malang, who attend the course Unterrichtsvorbereitung Deutsch and will undertake a student teaching internship in high schools. The application serves as a phrase book that contains german classroom phrases and their translation in Bahasa that can be used by German teachers during teaching. The development will be guided by the ADDIE concept from Branch, validated by media design and material experts, and will be tested to 40 students. The data will be obtained through indirect observation and questionnaire and will be analysed using qualitative descriptive analysis. The result of the observation indicates that the phrases that are used by the subjects are learned from the application. The result of the survey shows that the subjects consider the application to be good, helpful, and easily accessed. It is stated, that the application facilitates the learning process and the subjects will continue using the application during student teaching internship.

Agricultural Education Teacher Candidates’ Reflection on the 15-Week Clinical Teaching Internship: A Collective Case Study

This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates’ views on agricultural education during the clinical teaching internship. Four overarching themes emerged from the video reflections: establishing roles as a teacher, teaching and learning, balance, and coming full circle. Throughout the internship, candidates expressed a deeper understanding of teaching within the three-component model of school-based agricultural education (SBAE). We recommend the use of video reflection during the student teaching internship to expand the depth of reflection and feeling of community among the cohort. Overall, the addition of the video reflection process has provided an efficient and effective tool that allows teacher candidates to make meaning of their experience.

Reflections of Learning Experiences of International Students in Sweden

The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our understanding how to better support international students’ in their learning away from their home universities.

Transferability of teacher noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice. This study compared PMTs’ noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction. The study documented very different noticing foci of the two groups of PMTs, suggesting that the noticing intervention did, in fact, support the PMTs’ in-the-moment noticing of aspects of instruction that aligned with the goals of the noticing intervention. The findings of the study suggest that noticing skills developed during a university-based noticing intervention can transfer to support novice teachers’ in-the-moment noticing during their classroom practice.

Improving Foreign Language teaching for International Students

The processes of internationalization and globalization are ubiquitous. The growing number of international students in universities prompts the necessity of research into the best ways of teaching and learning the language of a host country. Language is a connecting link of prime importance in building up an efficient and suitable educational environment for an international student in a foreign country. This qualitative study sought to identify the most effective practices of teaching the host language as second language in leading universities of two countries: Germany and Russia. We interviewed ten teachers in each university regarding the specifics of organizing courses to teach the host country language as a second language. Our analysis revealed the difficulties teachers usually face in their work with international students, as well as effective methods and models of teaching international students. We interpret these findings using a framework for English Medium Instruction proposed by Dafouz and Smit (2012).

Pre-service teachers’ pedagogical development through the peer observation professional development programme

Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers’ teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a focus on pre-service teachers with an interest in science, technology, engineering and mathematics (STEM) teaching. The results indicate that most of the participants could learn and improve their teaching pedagogy through the peer observation professional development programme – particularly young teachers without significant work experience. More importantly, the research proved how a peer observation cycle programme may apply to different educational systems with similar structures internationally, particularly in former European colonised countries with similar backgrounds.

Teaching and Engaging International Students

[ ]it is timely to reflect on how we view and conceptualize the way we engage and work with international students Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play "an important role in shaping international students' wellbeing, performance and life trajectories" (Tran & Gomes, 2017, p 1) [ ]it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility [ ]effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations [ ]a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students' engagement with the classroom community

A Q Analysis of Judgments of Centrality in Music Education Courses of Study

Abstract This study’s purpose was to define music teacher person prototypes via Q factor analysis and to determine which curricular components of music education courses of study these prototypes judged to be central to the development of music teachers. This study included 4 graduating seniors in music education, 4 veteran music teachers, and 4 university music teacher educators who completed a Q-sort of 77 curricular components typically found in music education courses of study. Two prototypes emerged from this initial Q analysis: Instrumental and Vocal/Choral. To examine the stability of the prototypes, we removed all components dealing explicitly with instrumental or vocal/choral and then performed a second analysis. The same two person prototypes emerged. In this second analysis, the Instrumental prototype indicated strongest centrality for conducting/rehearsing skills, along with performance in ensembles, study on the primary performing medium, score analysis, a student teaching internship in the major area, ear and sight-singing skills, and classroom management. The Vocal/Choral prototype indicated strongest centrality for classroom management, along with curriculum development, keyboard skills, a student teaching internship in the major area, developing professional relationships, error detection skills, assessment/evaluation, understanding kindergarten through 12th grade school culture, selecting classroom materials, and planning lessons.

Practical Study of University Tennis Teaching for International Students

The paper is an analysis of carrying out the international program in university, teaching tennis for international students and building training objectives and improving culture exchang. Besides, the paper show us how to set up management system and evaluation mechanisms for international students and make full use of university resoures to explore tennis instructors’ ability in developing students’ abilities of playing tennis and improve the improve supervision and guidance of tennis instructors as a interantional program in university.

The Feedback Cycle: Lessons Learned With Video Annotation Software During Student Teaching

Video annotation software (VAS) programs, such as GoReact, allow users to provide synchronized feedback in a video recording. This report examines the integration of VAS into a student teaching internship at a Historically Black University during a three-semester period. Through this research, the authors determine the effectiveness of the VAS feedback cycle in terms of support for the learning and development of teacher candidates. The research evidence pinpoints the need for extensive training by all participants and for accessible technical support. Moreover, the research demonstrates a lack of value and understanding of the importance of the VAS feedback cycle from all the participants and stakeholders. Finally, the research recommends that, in order to use the VAS feedback cycle appropriately, all the participants must be trained in the system and in the pedagogy and value of VAS learning systems.

How everyday classroom experiences in an international teaching internship raise student teachers’ awareness of their subjective educational theories

ABSTRACTThis study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.

The nature of teacher professional development in Australian international vocational education

ABSTRACT Together with Canada, the UK and the US, Australia is one of the most active countries in promoting education export and recruiting international students with international education as the country’s biggest and most successful services export ‘industry’. However, staff capacity building in international education has not been adequately invested. In research, while the teaching and learning of international students is a topic of growing popularity, the professional development (PD) and capacity building for teachers, who play a crucial role in the internationalisation of education and in particular, in supporting the learning of international students, has been left largely unexplored. This article responds to this critical gap in the literature by examining the nature of teacher professional development practices in international education The findings of the research shows that, at the individual and institutional levels, teacher self-positioning of their PD needs and other positioning of the institutional PD provision seem to reveal the internal contradictions and tensions within institutions that work against the principles of responsive learning and teaching relative to international students’ needs and expectations. The article calls for more support and investment in teacher professional development tailored to their needs to operate, teach and learn effectively in a context of increased internationalisation.

Reflections on the Path of Innovation of Chinese Language Teaching for International Students in China under the Background of “The Belt and Road (B&R)”

Reflections on the Path of Innovation of Chinese Language Teaching for International Students in China under the Background of “The Belt and Road (B&R)”

Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities

At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese method is almost rare. This article approachs the Vietnamese language teaching for international students in Vietnam through cultural tourism activities not from the perspective of teaching language or linguistics but from the interdisciplinary research perspective. Therefore, the article has certain practical and scientific values ​​contributing to the system of studies on teaching Vietnamese for international students in Vietnam. The article’s content emphasizes the cultural messenger role of Vietnamese language teachers who directly teach and guide tours for international students in their interactions with learners. At the same time, the article also develops a process for the application of cultural tourism activities in Vietnamese language teaching to international students. The research methods used in the article include method of system-structuralism, observation method, material analysis method and interdisciplinary research approach. They will be appropriately and flexibly applied in the article to clarify the points that the topic mention.

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community. This article reports on the findings of a small survey study at an Australian university, which demonstrate that the majority of international students surveyed had greater prior experience with social network sites for personal and educational use rather than wikis, blogs, and discussion forums, which are often used in institutional settings. Furthermore, the results suggest that the educational use of social network sites led many participants to add new classmates as profile friends. These findings have implications for the choice of digital platforms for pedagogical use of social media and how that may impact on the teaching of international students in higher education for making connections.

Student Learning Objectives (SLOs): Collaboration for Student Success

A middle school science teacher and a college teacher educator collaborate to explain how the Student Learning Objective (SLO) was embedded into the student teaching internship. After review of the SLO literature, details about the process and benefits of partnering with a mentor teacher in order to learn about the SLO implementation cycle are shared. Implications for future practice are offered.

Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship

Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.

Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness

This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.