Transformative Professional Development for In-Service Teachers through International Service Learning

Autor/inn/en	Baecher, Laura; Chung, Samantha
Titel	Transformative Professional Development for In-Service Teachers through International Service Learning
Quelle	In: Teacher Development, 24 (2020) 1, S.33-51 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baecher, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1682033
Schlagwörter	Transformative Learning; Faculty Development; Inservice Teacher Education; Service Learning; Study Abroad; Program Length; Elementary School Teachers; Secondary School Teachers; English (Second Language); Volunteers; Spanish; Second Language Learning; Foreign Countries; Program Effectiveness; Cultural Awareness; English Teachers; Beliefs; New York (New York); Costa Rica + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Lehrerfortbildung; Service-Learning; Studies abroad; Auslandsstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Freiwilliger; Spanisch; Zweitsprachenerwerb; Ausland; Cultural identity; Kulturelle Identität; English language lessons; Englischunterricht; Belief; Glaube
Abstract	Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally informed and critical perspectives on education, and improve their foreign language and teaching skills. However, most of the research on teacher study abroad has been conducted with pre-service rather than in-service teachers. To address study abroad designed for working teachers, this study analyzes a month-long, instructor-led program in San José, Costa Rica in which 10 primary and secondary in-service teachers of English as a Second Language (TESOL) from New York City volunteered as English teaching assistants. Participants also engaged in Spanish language learning both formally through university coursework as well as informally through homestay. A conceptual framework for the design of such programs is suggested, drawing on the literature on teacher study abroad and transformative learning theory, with implications for the personal and professional learning of in-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01