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Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 2 |
The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers
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In: Sustainability; Volume 14; Issue 9; Pages: 5575 (2022)
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| 3 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 4 |
Preparing for multiculturalism: An analysis of the perceived preparedness of pre-service teachers for teaching in diverse classrooms
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In: Honors College Theses (2022)
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| 5 |
The Forging Links project: Knowledge transference using pre-service teachers’ CLIL units with ICT integration
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 63-79 (2022)
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| 6 |
Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ...
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: University of Virginia, 2021
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| 7 |
Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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| 9 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 10 |
Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)
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In: Sustainability; Volume 13; Issue 14; Pages: 7568 (2021)
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| 11 |
Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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| 12 |
Study Benefits of Smartphones: Perceptions of Female Emirati Pre-Service Teacher Undergraduates
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In: Education Sciences; Volume 11; Issue 12; Pages: 817 (2021)
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| 13 |
La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs
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| 14 |
Preparing for Multiculturalism: an Analysis of the Perceived Preparedness of Pre-service and Newly Qualified Teachers for Teaching in Diverse Classrooms
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In: Georgia Educational Research Association Conference (2021)
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| 15 |
Student Reflections on Study Abroad: A Collective Case Study Exploring the Experiences of Pre-Service Teachers During an International Student Teaching Program
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In: FIU Electronic Theses and Dissertations (2021)
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Abstract:
As classrooms in the United States grow more culturally and linguistically diverse, schools of education are challenged to prepare more culturally responsive, globally minded educators. International student teaching (IST) programs provide a unique opportunity for pre-service teachers to develop cultural competencies in a global context. However, in order for these programs to effectively meet ambitious global and intercultural learning objectives, multiple curricular and programmatic components must be considered, and on-going research exploring individual student experiences must be conducted. The present collective case study explored the experiences of five, pre-service teachers during a semester-long, IST program at Florida International University. A reentry interview took place after participants returned home from their IST placements in Ecuador. Participants were asked to describe their overall experience of the program, and share stories about their teaching experiences, living with host families and engaging with the host community. Reflective assignments completed throughout the semester were also collected and analyzed. These included visual stories, written and video reflections, pre-departure surveys and other cultural learning assignments. Data collected from both the reentry interviews and reflective assignments were explored on an individual case basis and then across cases to collectively analyze emergent themes. Findings revealed both the similarities of student experiences across cases, as well as the nuances that make an experience like international student teaching unique to each participant, particularly diverse students. This supports the experiential/constructivist paradigm which posits that an individual creates their world both individually and with others, and learning occurs through the individual’s transactions with a culture and with others. Further findings illustrated the connection between critical reflection and intercultural and global learning. It is intended that the findings of this study will serve as valuable insights for study abroad stakeholders to develop programming more intentionally, with critical reflection and cultural learning as a design framework. Additional program recommendations include providing ample preparation for both participants and faculty, a structure of support that facilitates intercultural and global learning throughout the study abroad cycle, and curriculum that elevates and leverages student voice.
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Keyword:
culturally responsive teaching; Curriculum and Instruction; global learning; global programs; intercultural competence; intercultural development; intercultural learning; International and Comparative Education; international programs; international student teaching; pre-service teachers; student learning abroad; study abroad; teacher education; teacher education abroad; teacher preparation; underrepresented students abroad
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URL: https://digitalcommons.fiu.edu/etd/4627
https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=6107&context=etd
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| 16 |
Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
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| 17 |
Creando Maestros Científicos: Preparing Pre-Service Teachers to Teach Emergent Bi/Multilingual Students Science
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| 18 |
Pre-service Primary and Secondary Teachers’ Perceptions of the Potential of Virtual Reality for Teaching and Learning
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| 19 |
Understanding Pre-Service Classroom Teachers Efficacy and Perceptions Towards Implementing Physical Activity During the School Day
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| 20 |
Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
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Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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