Up, up, and away: exploring the impacts of a short-term international teaching practicum in Hong Kong
Bibliographic record
Abstract
The option of teaching abroad in some teacher education programs encourages teacher candidates to enrich pedagogical strategies and increase cross-cultural sensitivity (Maynes, Allison, & Julien-Schultz, 2013). Despite these benefits, international practica today represent one of the least well-developed types of study abroad programs (Kissock & Richardson, 2010). This qualitative study investigated the experiences of eight Quebec teacher candidates specializing in Teaching English as a Second Language (TESL) who participated in an 8-week teaching practicum in Hong Kong. Transformative learning theory (Mezirow, 1978) and situated learning perspectives (Conceição & Skibba, 2008; Cushner & Mahon, 2002; Lave & Wenger, 1991; McLellan, 1996;) were used as primary lenses to conceptualize and analyze data in order to illuminate the depth of individual experiences. Data collection methods included pre- and post-experience questionnaires, an online discussion forum, journal entries, and semi-structured interviews. Thematic analysis was used as the main form of data analysis. Students reported on various facets of teaching in Hong Kong as pivotal in their professional and personal development. The findings reveal that participating in an international practicum promotes ongoing reflection and transformative learning while boosting teacher confidence for educating learners in increasingly globalized classrooms. Recommendations for how teacher education programs might establish or further support international field experiences are provided.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".