International Student Teaching Research Articles

Enhancing online Chinese language education through intelligent computing and data clustering—A case study on personalized teaching for international students in Shanxi Province

Enhancing online Chinese language education through intelligent computing and data clustering—A case study on personalized teaching for international students in Shanxi Province

Readiness of Education Students in Teaching Internship Basis for Student Teaching Internship Enhancement Program (STIEP)

Teaching internships provide trainees with the opportunity to understand the qualities of good teaching and identify their readiness for the profession. Continuous teacher development is crucial throughout their career, especially in the changing world and lifestyles. A study involving 28 education students at a private Higher Education Institution (HEI) assessed their readiness for teaching internships, leading to the development of a Student Teaching Internship Enhancement Program (STIEP). The results showed that students have a moderate level of need in nine out of ten items, with communication skills being the most needed. Other areas with moderate needs included classroom management, curriculum standards, questioning skills, concept readiness, lesson planning, teaching strategies, assessment, and ICT. To provide meaningful learning experiences, the STIEP should expose students to activities anchored to their specific needs

Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship

Practices and bidirectional advantages analysis of combined-class teaching of Chinese and international students

Combined-class teaching of Chinese and international students is an innovate teaching mode which organizes Chinese and international students together to perform teaching activities. This paper studies the practices of combined-class teaching of Chinese and international students based on online and offline teaching method. It introduces the bidirectional demands, theoretical support, teaching design, implementation and advantages of combined-class teaching. Two different combined-teaching modes are detailed analyzed. It explores the characteristics as well as specifications. This paper also points out the problems in combined-class teaching practices, and proposes some solutions for further teaching reform at the aim of providing more possibilities for international students’ education as well as enriching the teaching strategies of online and offline teaching method.

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession

The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.

Effect of using Culture-Themed Documentaries on Guided Writing Skills in Teaching Turkish to Foreigners

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2 level who learned Turkish in the 2022-2023 academic year at the Turkish Teaching Application and Research Center of a state university in Turkey. The data collection process was performed under two headings as “developing an action plan” and “implementing the action plan”. During the developing an action plan stage, the themes and documentaries to be used in the activities were determined by receiving the opinions of the experts. In the next step, guided writing activities were prepared in line with the writing acquisitions by consulting experts. The pilot applications of the activities were performed at the Turkish Teaching Application and Research Center of a state university in Turkey. Quantitative and qualitative data collection tools were used and the developmental status of the students was monitored to interpret how the guided writing skill activities developed in the classroom environment progressed. The worksheets of the students were evaluated by using the “Guided Writing Scoring Key”, which was developed by the researchers. Students’ pre-test, application order, post-test, and permanency scores were determined with this key. Based on the findings obtained in the study, it was concluded that using culture-themed documentaries in Turkish teaching of international students improved the guided writing skill levels of the students.

Digitalisation of the Teaching and Learning for International Students in Higher Education: A Systematic Review

During the COVID-19 pandemic, digitalisation in the international higher education sector was underlined by migration to online delivery across different educational contexts. However, research into the execution of digitalisation together with its impacts on the teaching and learning of international students in higher education is scattered and fragmented. This study aims to systematically review articles related to these topics based on a four-step refined process: initial search, filtering, screening, and in-depth review. Thirty-five identified articles were used to examine (1) the main forms of digitalisation of teaching and learning for international students, (2) the digitalization-related experience of international students in learning, (3) the opportunities of digitalisation of teaching and learning for international students and (4) the challenges of digitalisation of the teaching and learning for international students. Based on the findings, we discuss the implications of capitalizing on digital technologies and refining pedagogies in online and blended modes of delivery.

Examining preservice teachers’ perceived performance while student teaching: A longitudinal study

With this study, we sought to fill a gap regarding preservice teachers’ self-evaluation during the student teaching experience. An instrument was created and validated for use as a weekly self-evaluation tool for preservice teachers during the student teaching internship. This instrument encourages preservice teachers to self-assess and use self-regulated learning strategies during their student teaching experience. The finalized instrument should be used in conjunction with other activities of the student teaching portfolio to meet the phases of self-regulated learning (forethought, performance, and self-reflection). The purpose of this study was to examine the change in preservice teachers’ perceived performance over time during the 14-week student teaching internship. The objectives of this study were to describe preservice teachers’ performance scores and examine the variance in preservice teachers’ self-reported performance scores over the student teaching internship. Means and standard deviations for each of the five constructs during the 14-week period are reported. The self-evaluation scores of all five constructs of the validated instrument show an upward trend over the 14-week student teaching internship, with peaks and valleys scattered throughout. Research should continue with the goal of identifying the reasons for the peaks and valleys in weekly self-evaluation data.

Effects of Chinese Language Learning Anxiety on the Mental Health of International Students in China: The Chain Mediating Effect of Campus Adaptation and Academic Resilience.

Studies have shown that Chinese language learning anxiety among international students in China can negatively affect their psychological adjustment. However, the specific effects and conditions of learning anxiety need to be further investigated. This study explored the mediating effects between Chinese language learning anxiety and psychological adjustment of international students in China. Chinese Learning Anxiety Scale, Campus Adaptability Scale for International Students in China, Academic Resilience Questionnaire for International Students in China, Zung's Self-Rated Depression Scale were administered to 307 international students from Nanjing Normal University in China, including 165 male students and 131 female students, aged 19-28 (M =21.42; SD = 1.528). Chinese language learning anxiety significantly predicted the psychological well-being of international students after controlling for gender and age variables. Furthermore, Chinese language learning anxiety predicted the mental health of students through the independent mediating effect of campus adaptation and academic resilience, as well as the chain mediating effect of campus adaptation and academic resilience. The study has theoretical and practical significance for improving international students' psychological adaptation and health, and implications for those involved in the management and teaching of international students in China. The research conclusions are as follows: firstly, when the Chinese learning anxiety of international students in China is strong, their campus adaptation and psychological resilience are reduced, and levels of depression increase; secondly, grades are significantly correlated with anxiety dimensions, and higher grades are associated with lower anxiety levels; finally, the mediating effects of campus adaptation and academic resilience were significant, together with a significant chain mediating effect of campus adaptation and academic resilience.

Investigation and Analysis of the Current Situation of Chinese Calligraphy Teaching in Primary Course

With the increasing promotion of international Chinese teaching, Chinese culture is more and more favored by many nations in the world. As an important part of Chinese culture, calligraphy exudes endless charm, attracting many foreign students to enter calligraphy classes to learn and explore this ancient Chinese art. At the same time, calligraphy teaching can also correct the mistakes of foreign students in writing Chinese characters and cultivate good writing habits, which is not only conducive to improving the level of Chinese, but also can effectively spread Chinese culture. Then how to implement calligraphy teaching in international Chinese class? This paper mainly explains the particularity of Chinese calligraphy in international Chinese teaching by comparing the differences of calligraphy teaching at home and abroad, then investigates and analyzes the current situation of elementary Chinese calligraphy classroom teaching. Foreign calligraphy courses can learn from domestic calligraphy teaching and other courses, and try to put forward corresponding solutions to provide reference for the calligraphy teaching of international students.

International student migration: current trends and challenges for developing countries

Introduction. Globalization processes, which have developed rapidly in recent decades, are observed in all spheres of social life without exception. The opening of borders, digitalization, the development of a knowledge-based economy, and deepening economic polarization of the countries of the world have intensified such a form of international relations as educational migration. Students increasingly choose foreign educational institutions to acquire new competencies or obtain a higher education diploma. Global political and economic turbulence significantly affects student migration, creates a new system of factors and increases the challenges for educational migrants from poor countries.Purpose of the article. The purpose of the study is to determine the current trend of international migration of students from developing countries.Research methods. To achieve the goal of the article, a number of general scientific approaches and methods were used: analysis and synthesis, deduction and induction, comparison, structural-logical method, as well as special and empirical methods - scientific abstraction, elements of SWOT and comparative analysis.Results. Educational migration and international academic mobility of students are essentially close, mostly identical concepts. However, the migration of students can occur under the influence of a slightly different system of factors (exogenous and endogenous, global and national), because it involves not only studying in foreign higher education institutions, but also going abroad, finding a place of work and permanent residence. The article emphasizes that among the motivating factors, it is the improvement of the future material situation thanks to receiving a quality education at a prestigious university that occupies a prominent place, because it makes it possible to get a well-paid job in a developed country. This is especially true for students from poor countries who do not have such prospects at home. Restraining factors are language and psychological difficulties, lack of funds for study and accommodation, logistical and bureaucratic problems, etc. The challenges of the 20s of the 21st century were also the coronavirus pandemic and unprovoked Russian-Ukrainian aggression. These global factors caused significant changes in the migration policy of developed countries, which are the main recipients of educational migrants, and worsened the economic conditions for migration. Many university curricula provide online teaching for international students, and the geography of educational migration increasingly focuses on a group of the safest and most stable destinations.Prospects. Further research should be focused on finding ways to improve the effectiveness of international academic mobility programs in today’s conditions of global instability and technological development.

Preservice teachers’ perceptions of important elements of the student teaching experience

The student teaching experience is often an important capstone experience of teacher preparatory programs. Student teaching is designed to provide college students who are preparing to be educators with experience in an actual classroom while supervised by a certified teacher. The purpose of this study was to determine preservice teachers’ perceptions of important elements of the student teaching experience both before and after the student teaching experience. The preservice teachers perceived the most important element of the student teaching experience was the cooperating teacher/student teacher relationship. Additionally, there was a negative change in the perceived level of importance for all students to have an SAE requirement, with accurate record books and diversity within the students’ SAEs from much importance to medium importance. When placing preservice teachers for the student teaching internship, teacher educators might consider placing a higher emphasis on the cooperating teacher/student teacher relationships. Secondly, when placing preservice teachers for the student teaching internship, teacher educators could choose internship sites that emphasize SAE programs and have diverse facilities. Finally, we recommend future research could be conducted to further explore the role of the cooperating teacher and the important aspects of the cooperating teacher/student teacher relationship.

Candidates’ modification of global perspectives via international student teaching: A case study

I investigated U.S. elementary teacher candidates’ global perspectives before and after completing a student teaching experience in the People’s Republic of China (PRC). The samples, four elementary teacher candidates (TCs), purposely selected for the present study, completed student teaching in a Primary School in Xian, PRC, because they all come from Midwestern-culture family, complete teacher preparation course work, and are ready to do student teaching. I employed math lessons in this exploration of TCs’ global perceptions, looking for modifications; my primary interest was in potential changes from provincial to more refined perspectives. It is worth noting that the questions may have may have communicated expectations that such changes would occur. Interviews and class observations were collected from the four candidates and analyzed by means of an axial coding process across the four candidates. Results demonstrated that pre-service teachers change from what I termed a “local” (or what might be termed “parochial)” perspective to more “global” views of schooling and culture. The four teacher candidates evinced this new sophisticated understanding along three axes, (1) the global cognitive development, (2) the social strategies change under different physical environments, and (3) noticing and appreciating cultural divergence. An evolving sense of justice appeared to connect the three concepts. A tangentially connected issue that came up, as might be expected, was the vulnerability of candidates’ foreign communication skills. TCs’ effectively developed their global perspectives in teaching math lessons and suggest that math or STEM may be better for acquiring global perspectives than are either social studies or language arts.

CURRENT STATUS OF TEACHING AND LEARNING VIETNAMESE FOR INTERNATIONAL STUDENTS AT HANOI UNIVERSITY

The current foreign language training in Vietnam is not only about teaching a new language to Vietnamese people but also about teaching Vietnamese to international students studying in Vietnam. Over the years, Hanoi University has trained a large number of international students coming to learn Vietnamese and has achieved certain results. In this article, we study the current situation of teaching and learning Vietnamese for international students at Hanoi University, thereby offering specific recommendations to overcome the shortcomings in the process of Vietnamese language training for international students, and at the same time improve the teaching quality

Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China

PurposeThe purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.Design/methodology/approachWith 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.FindingsThe results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.Originality/valueTo the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.

“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators

ABSTRACTA critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.

The Application of Film and Television Appreciation Course in Chinese Language Teaching for International Students in Vocational Colleges

The Application of Film and Television Appreciation Course in Chinese Language Teaching for International Students in Vocational Colleges

Research on the Implementation of Chinese Culture Teaching for International Students Based on the Theory of Curriculum Thinking and Politics

Research on the Implementation of Chinese Culture Teaching for International Students Based on the Theory of Curriculum Thinking and Politics

Best practices for mentoring: An exploratory study of cooperating teacher and student teacher perspectives

With nearly one-half of U.S. teachers leaving the profession within the first five years of their career, focusing on retention is an ongoing effort. Providing quality mentorship during the student teaching internship provides further support to new teachers preparing to enter the classroom. Cooperating teachers play a pivotal role in the success of these student teachers. However, little is known about the mentoring process between the cooperating teachers and their student teachers. This study compares the perspectives of the cooperating teacher and their student teacher on the frequency of 17 best practices employed by the cooperating teacher during the student teaching experience. The results suggest cooperating teachers rate themselves as utilizing 16 of the 17 best practices of a cooperating teacher more frequently than their paired student teacher observed. In addition, the student teachers rated their observed frequency for five of the 17 best practices employed by their mentor teacher between rarely and often, implying potential weaknesses in the preparation of the cooperating teacher. Differences between the perceived practices of the cooperating teachers and the observed frequencies of these practices by their student teachers warrants further research in the preparation and support of cooperating teachers in their roles as mentors.