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• W638223141 abstract "It is a truism that we live in a globalized world, with access to cultural practices and language experiences that, owing to ease of travel, the internet, and new social media, were not possible even a few short decades ago. What is significant about living in a globalized world, where migration patterns are shifting rapidly, is that schools and communities in the United States are increasingly multiethnic and multilingual, drawing on a wide range of economic, political, and social indexes. Teachers, however, continue to be overwhelmingly monolingual English users, from largely White and middle class backgrounds (Gotimer, 2007), with minimal formal preparation in teaching or living experience with children and youth from diverse backgrounds (Garcia, 2008; Reeves, 2010). This cultural and social incongruence may contribute to a range of communicative and pedagogy missteps that ultimately can affect the quality of schooling experiences for students and teachers alike. In this issue of Teacher Education Quarterly, we foreground a pair of studies which focus on the experiences of pre-service teachers who engage in student teaching outside of the U.S., living and working in school settings where English is not the language of instruction, and the cultural milieu was totally unfamiliar. These studies point to possibilities for and the potential of global experiences on local instructional practice, cross-cultural understanding, and culturally responsive teaching (Villegas & Lucas, 2002). In the first article, Robert A. DeVillar and Binbin Jiang were interested in the extent to which former student teachers who student taught in China, Costa Rica, Mexico, or Belize and are now teaching in U.S. classrooms apply, adapt, and integrate aspects of their professional and personal development as a result of their student teaching abroad experiences. One of the main findings of the study was that the teachers who completed their student teaching abroad were able to teach in culturally responsive ways, and were more flexible in how they worked in culturally diverse classrooms. Several participants reported to a new appreciation for and awareness of the complexities of learning in a second language. The study by Jacqueline J. Batey and Marsha H. Lupi examined the effects of a short-term internship on students' cultural awareness and cultural competence as new teachers as measured by the Cross Cultural Adaptability Inventory. The researchers found that in a very short time span, the pre-service teachers they studied became aware of their relationship to culture, especially to the culture of American schools, and especially as these perspectives contrasted with their experiences abroad. As in the DeVillar and Jiang study, Batey and Lupi found that pre-service teachers gained an appreciation for flexibility in teaching and learning. Teaching abroad takes a different twist in the study by Mingyue Gu and Chun Lai, who report on the experiences of pre-service teachers from Mainland China who study teaching at the Training Institute in Hong Kong. The researchers compared this group with students from Hong Kong. The study focused on the views of Mainstream Chinese teachers concerning their preparation and commitment to teaching in Hong Kong, where the local conditions and practices of schooling differed considerably from their experiences in the Mainland. Because many of the Hong Kong teachers were native English speakers, Mainland Chinese pre-service teachers, all of whom had learned English is school, felt inadequate as models for their students. Moreover, Gu and Lai found that Mainland Chinese pre-service teachers viewed teaching as being of low social status. This study points to the power of local contexts and social identities in the vast world of teaching. Todd S. Hawley, Alicia R. Crowe, and Elizabeth Brooks used interpretative practitioner research to pose questions about memories pre-service, mainly White male, social studies teachers held about social studies in their own experiences as students. …" @default.
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• W638223141 date "2012-06-22" @default.
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• W638223141 title "Introduction-Global Experience, Local Practices" @default.
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