Global Perspective Development as Sustained Micromovements over Time: Examining an International Student-Teaching Experience Five Years Later

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  • Author(s): Mathews, Sarah A.
  • Language:
    English
  • Source:
    Action in Teacher Education. 2017 39(4):397-413.
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      17
    • Subject Terms:
      Student Teaching; Student Teacher Attitudes; Foreign Countries; Teaching Experience; International Education; Case Studies; Global Approach; Holistic Approach; Interviews; Travel; Cultural Awareness; Justice; Cultural Pluralism; Moral Values; Outcomes of Education; Democratic Values; Discourse Analysis; Content Analysis; Observation; Qualitative Research
    • Subject Terms:
      Kenya
    • Accession Number:
      10.1080/01626620.2017.1336129
    • ISSN:
      0162-6620
    • Abstract:
      Colleges and universities incorporate international, student-teaching programs as a way to help prepare globally minded prospective teachers. This article adds to this conversation, offering insight from a multicase study analysis of three educators conducted 5 years after their experience student teaching in Kenya, East Africa. The researcher focused on evidence that related to holistic global perspective, informed by theories of cosmopolitan citizenship. Three cases are highlighted to compare the data that were gathered when the preservice teachers participated in a critical ethnography conducted between 2007 and 2008 with interview data collected 5 years later. This follow-up study demonstrated the participants' perceptions of their student-teaching abroad experience over time. Two themes emerged when analyzing the data across cases: (1) extended post-travel reflection strengthens participants' intrapersonal awareness, (2) individuals felt a desire to become cultural conduits "with responsibility" once returning to the United States. Finally, participants demonstrated a respect for humanity, justice, and cultural pluralism, one premise of moral cosmopolitanism. However, they did not show evidence they were willing to engage students in the second premise, democratic deliberation and moral reasoning.
    • Abstract:
      As Provided
    • Number of References:
      60
    • Publication Date:
      2017
    • Accession Number:
      EJ1164270