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The Implementation and Analysis of an International Student Teaching Program

The Implementation and Analysis of an International Student Teaching Program

Kathryn Dixon, Ricardo Gonzalez-Carriedo, Lisbeth Dixon-Krauss
Copyright: © 2017 |Pages: 21
ISBN13: 9781522521457|ISBN10: 1522521453|EISBN13: 9781522521464
DOI: 10.4018/978-1-5225-2145-7.ch010
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MLA

Dixon, Kathryn, et al. "The Implementation and Analysis of an International Student Teaching Program." Cultural Awareness and Competency Development in Higher Education, edited by Lynda Leavitt, et al., IGI Global, 2017, pp. 168-188. https://doi.org/10.4018/978-1-5225-2145-7.ch010

APA

Dixon, K., Gonzalez-Carriedo, R., & Dixon-Krauss, L. (2017). The Implementation and Analysis of an International Student Teaching Program. In L. Leavitt, S. Wisdom, & K. Leavitt (Eds.), Cultural Awareness and Competency Development in Higher Education (pp. 168-188). IGI Global. https://doi.org/10.4018/978-1-5225-2145-7.ch010

Chicago

Dixon, Kathryn, Ricardo Gonzalez-Carriedo, and Lisbeth Dixon-Krauss. "The Implementation and Analysis of an International Student Teaching Program." In Cultural Awareness and Competency Development in Higher Education, edited by Lynda Leavitt, Sherrie Wisdom, and Kelly Leavitt, 168-188. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2145-7.ch010

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Abstract

This chapter provides an account of an international student teaching exchange program between the University of North Texas (UNT) and the University of Seville (UdeS) from inception to implementation. The first section of the chapter offers a rationale for the program including a review of research related to international exchanges specific to educator preparation. Section two includes a discussion of program establishment, a description of initial contacts between the universities and steps taken to form legal agreements binding the institutions to the program. Logistical aspects of the program are detailed, including agreements with local school districts. The final section synthesizes the research conducted at UNT using Mezirow's (1991) transformative learning theory to study the effects of the program on its students. Three years of data have shown a clear pattern in regard to the personal and professional growth student teachers experience as a result of their participation in the program.

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