"Student teaching abroad will help you get a job": Exploring administrator perceptions of international experiences for pre-service teachers

Authors

  • James M. Shiveley Miami University
  • Thomas Misco Miami University

Abstract

Given the purported benefits pre-service teachers can gain from international experiences, we chose to conduct a qualitative case-study to explore the extent to which these experiences influenced the hiring decisions of local school administrators. We collected data using questionnaires and follow-up interviews and found that in many instances international experiences did influence hiring decisions. Yet, these influences were conditional, based on transferability to future classrooms, content area, and the location of the international experience. Implications of this study include the need to reexamine broad presumptive benefits attached to international experiences and instead inquire into the promises and challenges accorded to particular experiences.

Author Biographies

  • James M. Shiveley, Miami University

    James Shiveley is the Condit Endowed Professor in the Department of Teacher Education at Miami University where he teaches courses in social studies methods, economics and American government. He earned both his undergraduate and Master’s degrees from Miami University in social studies education before teaching high school social studies in Beavercreek and Wilmington, Ohio. He received his doctorate from The Ohio State University in the area of Global and Social Studies Education. His teaching, research, and service activities are concentrated on citizenship education for a democratic society, the development of school/university partnerships, and teacher education in a global society.

  • Thomas Misco, Miami University
    Thomas Misco is an associate professor of social studies education in the Department of Teacher Education at Miami University. His research focuses on how assessment, curriculum design, pedagogical strategies, sociocultural contexts, and other factors inhibit or encourage the treatment of controversial issues in social education.

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Published

2012-12-07

Issue

Vol. 11 No. 1 (2012)

Section

General Refereed Papers

License

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