scholarly journals Teaching, Reflecting and Learning: Exploring Teacher Education Study Abroad Programs as Transformational Learning Opportunities

2020 ◽  
Author(s):  
Allison Freed ◽  
Aerin Benavides ◽  
Lacey Huffling
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Transformational Learning ◽  
Learning Opportunities ◽  
Study Abroad Programs ◽  
Education Study

Bridging Local and Global Experiences

2020 ◽  
pp. 360-373
Author(s):  
Ye He ◽  
Kristine Lundgren
Keyword(s):  
Study Abroad ◽  
Instructional Practices ◽  
Learning Opportunities ◽  
Cultural Transition ◽  
Study Abroad Programs ◽  
Group Project ◽  
Content Areas ◽  
Practicing Teachers ◽  
Grade Levels ◽  
K 12

To internationalize the K-12 curriculum and instructional practices, there is an increasing need to provide study-abroad opportunities for practicing teachers. In this chapter, the authors describe the design of a recent Fulbright-Hays Group Project Abroad (GPA) program that offer practicing teachers from different grade levels and content areas the opportunity to bridge their local and global experiences. The intentional design of program activities at the pre-departure, in-country, and re-entry phases is detailed based on research regarding teachers' communities of practice, teacher change, and the cultural transition framework. In addition to program activities, the challenges faculty directors and participants experienced and the strategies employed to leverage these challenges into learning opportunities are discussed. Recommendations for similar study-abroad programs involving practicing teachers are also provided.

scholarly journals 463 Keeping in Touch While Studying Abroad

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 473E-474
Author(s):  
Tim Rhodus
Keyword(s):  
Study Abroad ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Study Abroad Programs ◽  
Threaded Discussions ◽  
Studying Abroad ◽  
Home Institution ◽  
New Students ◽  
Study Abroad Program ◽  
At Home

Study Abroad programs are designed to provide a variety of learning opportunities for students. Experiencing firsthand the culture, environment, and/or industry is often described as the most memorable benefit by those who study for a quarter or semester in another country. Unfortunately, it is difficult to share this learning experience with classmates and family members who are back at home. One solution that has been implemented with the College's Study Abroad program at The Ohio State Univ., is to design a web site that chronicles the experiences and activities of students while they are abroad. In addition to the photos and stories being contributed from abroad, classmates and other individuals from the home institution can submit questions and participate in threaded discussions with those abroad. For example, students at home can post questions regarding an upcoming tour location and utilize the responses and photos for a class they are attending. Finally, being able to review experiences from previous trips is an outstanding strategy for promoting the program to new students. Online experiences from the Dominican Republic and England programs are available at: http://cfaes.ohio-state.edu/studyabroad.

The Benefits and Challenges of Study Abroad in Teacher Education in a Neoliberal Context

2018 ◽  
pp. 2052-2067
Author(s):  
Hannah Dockrill ◽  
Jubin Rahatzad ◽  
JoAnn Phillion
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Host Country ◽  
Review Literature ◽  
Cross Cultural ◽  
Multicultural Awareness ◽  
Study Abroad Programs ◽  
Cultural Experiences

In this chapter the authors review literature--primarily within the field of teacher education--and present their own data about the benefits and challenges of study abroad. Drawing from the literature and data collected over eleven years of Purdue University's Honduras Study Abroad, the authors pragmatically doubt the often unquestioned benefits or transformative nature of study abroad programs. The authors argue that while international cross-cultural experiences can result in increased multicultural awareness, it is important that study abroad participants are encouraged to critically examine the reasons they are going abroad, the neoliberal context in which they study abroad, and the manner in which they process their assumptions and experiences in the host country in relation to their own identity. The authors offer suggestions for improvement for those wanting to integrate more intentional reflection and critical curriculum.

This Is Not a Vacation: The Shadow Side of Study Abroad Programs for Faculty

2018 ◽  
Vol 43 (2) ◽  
pp. 185-199
Author(s):  
Timothy M. Madden ◽  
Amy McMillan ◽  
Laura T. Madden
Keyword(s):  
Study Abroad ◽  
Learning Opportunities ◽  
Study Abroad Programs ◽  
Faculty Expectations ◽  
Cultural Sites ◽  
Semistructured Interviews ◽  
Shadow Side ◽  
New Research ◽  
Informal Context ◽  
Shed Light

Study abroad programs (SAPs) are desirable experiential learning opportunities that can enrich students and faculty alike. Faculty participate in SAPs because their immersive learning contexts offer a variety of personal and professional benefits, including the chance to meet new research contacts, tour cultural sites, and get to know students in a more informal context. Despite these benefits, SAPs contain a substantial shadow side for faculty and involve unanticipated temporal, financial, and physiological costs. Additionally, risks—some of which can never be fully avoided—also remain sources of stress and anxiety. This study uses a qualitative approach to identify and shed light on these understated issues that are typically relegated to the shadow. Questionnaires and semistructured interviews with experienced SAP faculty leaders provide evidence for these elements, which is the first step in aligning faculty expectations with the likely realities that await them abroad. The study concludes with practices and strategies to mitigate some of the costs and risks that faculty may face before, during, and after their involvement in an SAP.

Bridging Local and Global Experiences

2017 ◽  
pp. 415-429
Author(s):  
Ye He ◽  
Kristine Lundgren
Keyword(s):  
Study Abroad ◽  
Instructional Practices ◽  
Learning Opportunities ◽  
Cultural Transition ◽  
Study Abroad Programs ◽  
Group Project ◽  
Content Areas ◽  
Practicing Teachers ◽  
Grade Levels ◽  
K 12

To internationalize the K-12 curriculum and instructional practices, there is an increasing need to provide study-abroad opportunities for practicing teachers. In this chapter, the authors describe the design of a recent Fulbright-Hays Group Project Abroad (GPA) program that offer practicing teachers from different grade levels and content areas the opportunity to bridge their local and global experiences. The intentional design of program activities at the pre-departure, in-country, and re-entry phases is detailed based on research regarding teachers' communities of practice, teacher change, and the cultural transition framework. In addition to program activities, the challenges faculty directors and participants experienced and the strategies employed to leverage these challenges into learning opportunities are discussed. Recommendations for similar study-abroad programs involving practicing teachers are also provided.

The Benefits and Challenges of Study Abroad in Teacher Education in a Neoliberal Context

2016 ◽  
pp. 167-182
Author(s):  
Hannah Dockrill ◽  
Jubin Rahatzad ◽  
JoAnn Phillion
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Host Country ◽  
Review Literature ◽  
Cross Cultural ◽  
Multicultural Awareness ◽  
Study Abroad Programs ◽  
Cultural Experiences

In this chapter the authors review literature--primarily within the field of teacher education--and present their own data about the benefits and challenges of study abroad. Drawing from the literature and data collected over eleven years of Purdue University's Honduras Study Abroad, the authors pragmatically doubt the often unquestioned benefits or transformative nature of study abroad programs. The authors argue that while international cross-cultural experiences can result in increased multicultural awareness, it is important that study abroad participants are encouraged to critically examine the reasons they are going abroad, the neoliberal context in which they study abroad, and the manner in which they process their assumptions and experiences in the host country in relation to their own identity. The authors offer suggestions for improvement for those wanting to integrate more intentional reflection and critical curriculum.

The Benefits and Challenges of Study Abroad in Teacher Education in a Neoliberal Context

2016 ◽  
pp. 290-305 ◽  
Author(s):  
Hannah Dockrill ◽  
Jubin Rahatzad ◽  
JoAnn Phillion
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Host Country ◽  
Review Literature ◽  
Cross Cultural ◽  
Multicultural Awareness ◽  
Study Abroad Programs ◽  
Cultural Experiences

In this chapter the authors review literature--primarily within the field of teacher education--and present their own data about the benefits and challenges of study abroad. Drawing from the literature and data collected over eleven years of Purdue University's Honduras Study Abroad, the authors pragmatically doubt the often unquestioned benefits or transformative nature of study abroad programs. The authors argue that while international cross-cultural experiences can result in increased multicultural awareness, it is important that study abroad participants are encouraged to critically examine the reasons they are going abroad, the neoliberal context in which they study abroad, and the manner in which they process their assumptions and experiences in the host country in relation to their own identity. The authors offer suggestions for improvement for those wanting to integrate more intentional reflection and critical curriculum.

scholarly journals Preparing students for studying abroad

2015 ◽  
pp. 1-20
Author(s):  
Federica Goldoni
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
Language Education ◽  
Learning Opportunities ◽  
Global Citizens ◽  
Studying Abroad ◽  
Education Study ◽  
University Officials

Abstract: This study is situated in the fields of language education, study abroad (SA) and intercultural communication. The interest in SA is increasing on the part of students, administrators, educators, and business companies. However, SA students are not always prepared to maximize their learning opportunities at the foreign site, to effectively interact with locals, to develop cultural awareness, and to respond to challenging situations occurring abroad. This article suggests preparatory activities and projects, including exercises on students’ own identity as a powerful construct impacting their SA experiences. University officials and international education offices face the challenge to rethink the SA experience at their institution, focus on what learners need to take home from SA, and implement practices that are the truly effective to prepare student to become global citizens. Our fast-changing multicultural societies need translingually and transculturally competent language speakers who can function as informed interlocutors in contact with host communities.

Comparing Elements of Study Abroad Among Sport Management Students

2020 ◽  
Vol 14 (2) ◽  
pp. 85-96
Author(s):  
Carrie LeCrom ◽  
Brendan Dwyer ◽  
Gregory Greenhalgh ◽  
Chad Goebert ◽  
Jennifer Gellock
Keyword(s):  
South Africa ◽  
Study Abroad ◽  
Transformational Learning ◽  
Western Europe ◽  
Sport Management ◽  
Learning Experience ◽  
Mixed Methods Design ◽  
Study Abroad Programs ◽  
Short Term Study ◽  
Management Students

A globalized curriculum has the potential to prepare students in a way that equips them for whatever sport looks like in the future. Study abroad programs are one way to achieve this. The current study looked at two short-term study abroad programs (one to western Europe, one to South Africa), offered during the same semester at the same institution, comparing learning outcomes between students on the two trips. Utilizing a mixed methods design, students completed quantitative pre/post surveys and responded to qualitative, open-ended daily prompts while on the trips. Findings indicate that knowledge acquisition occurs in both programs; however, students traveling on a sport-focused service-based trip to South Africa had a more transformational learning experience than those traveling on a sport-business-focused trip to western Europe.

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