This phenomenological multiple case study provides the details, reasoning, and discussion of the role of study abroad experience and its perceived impact(s) on three in-service teachers. Two research questions were posed: What are the perceived impacts on in-service teachers' practice of a study abroad program experience and how does the in-service teacher's perception of impact change over time within a teacher's career? Results of this study suggest that the teaching practice of in-service teachers who study abroad would benefit, especially in the area of intercultural competence, if this experience is structured in a way where the curriculum of the study abroad program aligns with the content of their future teaching assignment i.e. curricular bridging. Case evidence further suggests that long-term impact of a study abroad experience upon a teacher's practice is related to providing the future teacher an opportunity for to develop and maintain pedagogical relationships with students while abroad. The term ‘submersion' is introduced to help articulate depth of impact during a study abroad program experience.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248464 |
| Date | 08 1900 |
| Creators | Felts, Mark T |
| Contributors | King, Kelley, Ezzani, Miriam, González-Carriedo, Ricardo, Pratt, Sarah |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 168 pages, Text |
| Rights | Public, Felts, Mark T, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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