Effects of International Student Teaching on U.S. Classrooms - Understanding Instructional Transfer, Adaptation and Integration

Oct 15, 2026

Uploaded by dabgoudw

This study uses an online survey to examine how former student teachers abroad transfer, adapt, and integrate experiences from semester-long international school, classroom, and cultural settings into current U.S. classroom practice. Participants are K-12 teachers who completed international student teaching at a large public university in the Southeastern United States from 2002 to 2014. Results show international student teaching benefits transfer to current teachers, supporting culturally responsive contexts and improving instructional and curricular experiences for increasingly diverse students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Purpose of Study

Literature Review

High-impact experiences in teacher preparation

Diversity and global learning through study abroad

EFFECTS OF INTERNATIONAL STUDENT TEACHING ON U.S. CLASSROOMS PRACTICE: UNDERSTANDING INSTRUCTIONAL TRANSFER, ADAPTATION AND INTEGRATION BINBIN JIANG Kennesaw State University WOONG LIM Yonsei University, South Korea ROBERT A. DeVILLAR STACY DELACRUZ Kennesaw State University ABSTRACT This study utilized an online survey instrument to investigate the degree to which former student teachers abroad have transferred, adapted and integrated previous experiences gathered in their student teaching abroad (STA) experiences in semester-long international school, classroom, and cultural settings to (a) positively shape the current culturally responsive context of their U.S. classrooms and (b) enhance the instructional and curricular experiences of their increasingly diverse students. Participants were K-12 teachers who previously completed a semester-long international student teaching experience at a large public university in the Southeastern US from 2002 to 2014. Findings of the study demonstrate that beneﬁts of international student teaching experiences transfer to current practicing teachers as they work with diverse learners in US classrooms. The ﬁndings contribute to the research literature regarding the relationship between student teaching abroad experiences and their transference, adaptation, and integration into the classroom practice of beginning teachers in U.S. schools—an area in which research remains sparse. PURPOSE OF STUDY Public schools in the United States continue to serve an increasingly racially, ethnically and culturally diverse and growing student population. Student teaching abroad programs represent one approach among US Colleges of Education in providing experiences to meaningfully provide future teachers with experiences that will enable them to interact effectively and productively with the increasingly diverse student population enrolled in U.S. schools. This study investigates the degree to which former student teachers abroad have transferred, adapted and integrated previous experiences gathered in their student teaching abroad (STA) experiences in semester-long international school-, classroom-, and cultural-settings to (a) positively shape the current culturally responsive context of their U.S. classrooms and (b) enhance the instructional and curricular experiences of their increasingly diverse students. LITERATURE REVIEW As new teachers reflect on their own classroom practice, many engage in self-reflection on their past student teaching experience. Student teaching is the culminating experience of a teacher preparation program and meets the requirements of a high-impact experience (HIE) as discussed by Kuh (2008). HIEs include first year seminars and experiences, common Educational Planning 39 Vol. 26, No. 3 intellectual experiences, learning communities, writing intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, ePortfolios, service learning, internships, and capstone courses and projects. HIEs have influenced the way individuals receive and process new information (McKim, Latham, Treptow, & Rayfield, 2013) . They challenge individuals to develop new ways of thinking and responding to a circumstance. Diversity and global learning is one of the identified ten practices of a HIE (Kuh, 2008). Colleges and universities have different courses and programs to help students explore cultures, life experiences, and worldviews that differ from their own. Diversity and global learning can also be augmented by participating in study abroad experiences. Peeler, DuncanBendix and Biehl (2018) examined U.S. students’ perceptions of their experience in learning areas of curriculum design through an innovative study abroad program in Scandinavia. One particular aspect of the program was designed for students to foster cultural and global engagement. Results from their study indicated that college students reported they “gained

FAQs

What does the study investigate about international student teaching?

It examines the degree to which former student teachers abroad transfer, adapt, and integrate experiences from international student teaching into their current U.S. classroom practice.

Who participated in the study?

K-12 teachers who previously completed a semester-long international student teaching experience at a large public university in the Southeastern U.S. between 2002 and 2014.

What outcomes does the study report for current U.S. teachers?

The findings indicate that benefits from international student teaching transfer to practicing teachers, helping them work with diverse learners and enhancing culturally responsive classroom contexts as well as instructional and curricular experiences.

Oct 15, 2026

Uploaded by dabgoudw