Exploring the Impacts of a Short-Term International Teaching Practicum in Hong Kong

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Up, up, and away:

Exploring the impacts of a short-term international teaching practicum in Hong Kong

Natalie Chow

Department of Integrated Studies in Education

McGill University, Montréal

June 2015

A thesis submitted to McGill University in partial fulfillment of the

requirements of the degree of Master of Arts

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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Résumé

L'option de l’enseignement à l'étranger dans certains programmes de formation des enseignants encourage les candidats à l’enseignement à enrichir les stratégies pédagogiques et à augmenter la sensibilité interculturelle (Maynes, Allison, et Julien-Schultz, 2013). Malgré ces avantages, les stages internationaux représentent actuellement l'un des types de programmes d’études à l'étranger le moins développé (Kissock & Richardson, 2010). Cette étude qualitative a été menée sur les expériences de huit candidats du Québec à l'enseignement spécialisés dans l'enseignement de l'anglais langue seconde qui ont participé à un stage d'enseignement de huit semaines à Hong Kong. La théorie de l'apprentissage transformationnel (Mezirow, 1978) et de l’apprentissage situé (Conceição & Skibba, 2008; Cushner & Mahon, 2002; Lave & Wenger, 1991; McLellan, 1996) ont été utilisés en tant que focales fixes afin de conceptualiser et d’analyser les données pour que la profondeur des expériences individuelles soit éclairée. Les méthodes de collecte de données comprenaient des questionnaires effectués avant et après la participation, un forum de discussion en ligne, des extraits de journaux intimes, et des entretiens semi-directifs. L'analyse thématique a été utilisée comme la principale forme d'analyse de données. Les étudiants ont noté que plusieurs aspects de leurs expériences d’enseignement à Hong Kong étaient primordiaux dans leur développement professionnel et personnel. Les résultats révèlent que la participation à un stage international encourage la réflexion continue et l'apprentissage transformationnel tout en augmentant la confiance des enseignants afin d'éduquer des apprenants dans des classes de plus en plus mondialisées. Des recommandations sur la façon dont les programmes de formation des enseignants pourraient établir ou soutenir davantage les expériences d’échanges internationaux sont fournies.

Acknowledgements

First, I would like to express my sincere gratitude to my supervisors, Dr. Caroline Riches and Dr. Fiona J. Benson. Your expertise and helpful feedback challenged me to grow as a researcher and constantly rekindled my fascination with international education. Thank you for encouraging me and for providing me with confidence to share my voice amongst a vast (and occasionally daunting) sea of researchers.

I would also like to thank the Social Sciences and Humanities Research Council for recognizing the value of international scholarship and for funding this study.

This study was made possible by the nine participants whose graciousness and appreciation for the project renewed my energy throughout the process. To the eight teacher candidates: thank you for allowing me to listen to your stories and for sharing your candid insights. I have no doubt that you will continue to enrich the teaching profession with your emerging knowledge and skills. To Terry: thank you for your heartfelt enthusiasm and willingness to help from day one. Without a doubt, you embody admirable qualities of a teacher and mentor and I am truly grateful to have met you during my time at McGill.

In many ways, this thesis represents a product of my rewarding undergraduate experience. I would like to thank Dean Pilkington, for being my mentor during the Ghana practicum; and Dr. Mary Saudelli, who inspired me to explore the world of international studies.

I would also like to offer my warmest gratitude to Mr. Samuel Brown, my associate teacher in

Ghana, who welcomed me into his classroom with fondness.

Finally, I would like to extend my love and thanks to my family. Thank you for supporting me in my decision to pursue graduate studies and for investing your time and energy in helping me move throughout the years. To Sasha: thank you for always being on the other end v and for making me laugh. I am forever thankful for my Montréal family: to Lauren, for your care and advice in transitioning to a new city; to Alex, for the coffee dates and for being a sounding board throughout this journey; to Krystle, for hosting all the potlucks; to Victor, for dinners in

Narnia and for translating my abstract; and to Caroline, for the movie nights and for reminding me of the finish line.

Last but not least, to Jonathan: thank you for your patience, visits, and snail mail. You have been an unwavering source of love and clarity throughout this roller coaster ride.

Dedication

To the staff and students of the University of Cape Coast Primary School

Akwaaba/Akɔaba, meaning “welcome” in the Akan language of Ghana.

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Table of Contents

Abstract .…………………………………………………………………………………...... ii Résumé …………………………………………………………………………………….……. iii Acknowledgements ……………………………………………………………....……....……... iv Dedication …………………………………………………………….………………...…….… vi

CHAPTER ONE: INTRODUCTION ……………………………………………….……….. 11 Situating the Researcher ……………………………………………………………….…….…. 12 Research Questions ……………………………………………………………………..………. 13 Implications of the Study ………………………………………………………..……………… 14

CHAPTER TWO: REVIEW OF THE LITERATURE ………………………………….… 16 Overview of International Practica in Teacher Education Programs …………………………… 16 The Implications of Faculty Support in Teaching Practica ………………………….…...……... 19 Teaching as Reflective Practice ………………………………………………………...………. 21 Teacher Candidate Motivation ………………………………………………………………….. 24 Benefits of International Practica ……………………………………………………..………… 25 Personal and Intercultural Development …………………………………………..…… 25 Professional Development …………………………………………………....………… 27 Tourism versus Travel ……………………………………………………………..…… 28 Research Design and Data Collection Methods in Previous Studies …………………………… 30 The Case Study Approach ………………………………………………….…………… 30 Data Collection Methods ………………………………………………..……………… 31 Summary of the Literature Review …………………………………………...... ……………… 33

CHAPTER THREE: THEORETICAL FRAMEWORK AND METHODOLOGY …..….. 35 Overview ……………………………...... ………………………………………...... ………… 35 Theoretical Framework …………………………………...... ……………………………..…… 35 Mezirow’s Transformative Learning Theory ………………………………...…………. 35 Situated Learning Perspectives ……...…………………………...……………...……… 37 Research Design …………………………………………...………...……………...………….. 38 viii

Participants …………………………………....……………………………………….. 38 Setting ……………………………....……………………………………....………...… 39 Data Collection Methods …………………………………………………………….....………. 40 Pre- and Post-Experience Questionnaires ………………...……………………………. 40 Online Discussion Forum ………………………………………………………………. 41 Journal Entries ………………………………………………….……………………… 42 Post-Experience Interviews ……………………………………..……………………… 42 Triangulation of Data ……………………………………………………………..………..…… 44 Critical Inquiry and Reflection ……………………………………………………………..…… 45 Data Collection Procedures ……………………………………………….………………..…… 46 Data Analysis …………………………………………………………………………………… 49 Validity ………………………………………………………………………….……………… 51

CHAPTER FOUR: FINDINGS AND DISCUSSION ……………………….…….………… 53 Participant Backgrounds ………………………………………………………………….…….. 53 Research Questions ……………………………………………………..…………….………… 58 Comparing Education Systems, Teaching Practices, and Philosophies ………………....……… 59 Contrast in Teaching Practices and Philosophies …………………………….……...… 59 Negotiating the Role of a Teacher Candidate …………………………………….…..… 61 Garnering Insights from the Hong Kong System and Teaching Practices …...... ……….. 63 Developing Self-Efficacy as a Teacher ……………..………………..………………………..... 64 Learning through Trials, Errors, and Successes …..……..………………………...…… 64 Increased Self-Efficacy …..…………………..………………………………….……… 66 Adjusting to a New Cultural Environment ……………………………………………………… 67 Previous Cultural Experiences Impacting Levels of Adjustment .…………...…………… 67 Issues and Experiences of Race, Ethnicity, and Identity ……………………………...… 69 Mental and Physical Factors Impacting Levels of Adjustment …………………………. 71 Unpacking and Understanding Cultural Differences …………………………………... 72 Identifying Tensions as a Western Educator and Canadian ESL Teacher ………………….….. 73 Reflecting on Perceptions and Privilege ……………………………………….……….. 73 Questioning the Effectiveness of a NET ………………………………………………… 75 ix

Linguistic Boundaries within Classroom and Office Space …………………..………… 76 Recognizing Multiple Levels of Support during the Field Experience ………...………...... …… 77 Impact of Online Distance Support ……...………...... ………...…………………...... … 77 Developing Relationships with Peers and Colleagues in Hong Kong ………...... 80 Engaging in Critical Reflection as an Emerging Professional ……...... ……...... ……...... 81 Uncovering Professional and Personal Insights ...... ……...... …………………...... 81 Newfound Perceptions on Teaching Abroad ...... ……...... ……...... 82 Ongoing Reflective Practice ……...... ……...... ……...... ……...... 84 Summary of Findings ...... ……...... ………………… ...... ……...... ……………….…… 87

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS ...……...... …….. 90 Review of Findings ...... ……...... ……...... ……...... ……...... 90 Personal Interpretation of the Results .……...... ……...... ……...... ……...... 93 Limitations and Recommendations for Future Research ...... ……...... ……………………. 95

REFERENCES ...... ……...... ……...... ……...... ……...... …...... 100

APPENDICES Appendix A: Student Participant Profiles .....……...... ……...... …………………. 112 Appendix B: Pre-experience Questionnaire ……...... …………...... ……… 113 Appendix C: Post-experience Questionnaire …..……...... …………...... 114 Appendix D: Student Interview Guide ……...... …………...... 115 Appendix E: Oral Solicitation Script...... …………...... 118 Appendix F: Student Informed Consent Form ...... …………...... 119 Appendix G: Instructor Interview Guide ...... 121 Appendix H: Instructor Informed Consent Form ...... 124 Appendix I: Data Collection Procedure ...... 126

List of Figures

Figure 1: Two Dimensions of Mezirow’s ‘Frame of Reference’ ...... ……...... …… 36 Figure 2: Two Major Elements of Mezirow’s Transformative Learning Theory …...... 37 Figure 3: Data Collection Methods and Timeline ...... ……...... 45 Figure 4: Online Discussion Word Cloud ……...... ……...... 78 Figure 5: Process Diagram of Transformative Learning ...... ……...... 86 11

CHAPTER ONE: INTRODUCTION

As increasing immigration creates more diverse classrooms in Canada, attention must be directed to teachers’ support of students immigrating from abroad. Specifically, teacher education programs within Canada must undergo critical review in order to boost teacher confidence, cultivate instructional practices, and improve levels of student achievement

(Maynes, Allison, & Julien-Schultz, 2013). The option of teaching internationally in some teacher education programs encourages teacher candidates to enrich pedagogical strategies and increase cross-cultural sensitivity (Kabilan, 2013; Maynes et al., 2013; Pence & Macgillivray,

2008). While significant research exists illustrating the benefits of international practica, limited studies exist that investigate the linkage between embarking on cross-national experiences and enhanced teaching approaches that effectively serve and address diverse Canadian classrooms.

In the context of this thesis, international practica refer to opportunities for the voluntary experience of student teaching abroad in a teacher education program. According to McKay and

Montgomery (1995), the inclusion of international teaching experiences in pre-service teacher education first emerged in the 1980s. While various research studies have demonstrated positive implications of non-traditional placements in pre-service learning (Conceição & Skibba, 2008;

Cushner & Mahon, 2002; Johnson, 2012; Kabilan, 2013), the opportunity to participate in an international field experience does not exist in every teacher education program. Moreover, existing models of international teaching placements “provide teachers with experiences differing in length, depth, and breadth” (Cantalini-Williams & Tessaro, 2011, p. 46). While traveling often entails moments of inspiration and euphoria, research has demonstrated that international practica also involve personal and career implications for new teachers beyond mere educational tourism. For example, short-term placement studies have shown the propensity 12 of teaching in international cross-cultural contexts to transform pre-service teachers’ Eurocentric views on curriculum standards and global issues (Kabilan, 2013; Pence & Macgillivray, 2008).

The preparation process for an international practicum is essential in ensuring that students understand the potential challenges, complexities, and overall values of partaking in deep-rooted cultural exchange. Prior to departure, students typically attend orientation meetings or enrol in a course where they gain knowledge about the history, customs, beliefs, people, and educational system of the specific host country.

Presently, international practica are one of the least well-developed types of study abroad programs (Kissock & Richardson, 2010). Kelly (2004) also noted that “pre-service preparation programs and in-service professional development initiatives have not adequately responded to the realities of today’s globalized world” (p. 219). Hence, it is necessary to examine and evaluate the potential of international practica in promoting global-mindedness through self-reflection, enhancing teaching approaches, and addressing the diverse needs of all students in the classroom. Consequently, this research encourages the development and inclusion of such opportunities in teacher education programs.

Situating the Researcher

To explain my interest in international practica, I return to a pivotal event in my final year of a teacher education program in Ontario. For approximately four years, the Faculty of

Education at my university had offered international teaching opportunities for teacher candidates at two different schools in Vietnam and South Africa. I was informed of this opportunity prior to entering my culminating year and felt enthusiastic about the option to travel overseas. At the beginning of my cohort year, the program administrator announced that the university had established a new partnership with a primary school in Cape Coast, Ghana. 13

Convinced by the potential of this experience to provide valuable insights and challenges to my position as a teacher candidate, I applied and was accepted to participate in a 4-week international practicum in Ghana. The team consisted of two faculty supervisors, one graduate student, and four other teacher candidates. During my time at the University of Cape Coast, I was responsible for teaching Creative Arts to Grades 4, 5 and 6 alongside my Ghanaian associate teacher, Mr. Brown. I was surprised, intrigued, and somewhat dismayed by the seemingly rigid and monotonous nature of the Ghana curriculum compared to the Ontario curriculum. I was also placed in a new cultural environment that presented both mental and physical challenges. This experience exposed me to the value of learning through cross-cultural contexts and recognizing the importance of personal identity reflection as an indispensable component of professional development. As a result, I was interested in developing a deeper understanding of how international practica shape teacher candidates’ professional and personal development and their discovering of practical pedagogical strategies that can be used to enrich learning for increasingly diverse classrooms in Canada.

Research Questions

The participants for this study were eight Quebec teacher candidates specializing in

Teaching English as a Second Language (TESL) who were accepted to participate in an 8-week teaching practicum in Hong Kong. All of the participants were working towards completion of a

Bachelor of Education degree at a Canadian university. My research continued and augmented the research of my faculty supervisors, Dr. Caroline Riches and Dr. Fiona J. Benson, whose work from 2009-2012 focused on this particular experience (Riches & Benson, 2011; Riches &

Benson, 2013). Furthermore, my particular study provided additional data collection points and procedures. Thus, the main research questions for this study were: 14

 In what ways do an 8-week teaching practicum in Hong Kong shape Quebec teacher

candidates’ professional and personal development?

 How might teacher education programs in Canada promote reflection and support

transformative learning in teacher candidates participating in international practica?

Implications of the Study

Teacher preparation programs offer a wide variety of settings in which students can conceptualize educational theories, work collaboratively with peers, and most importantly, hone pedagogical skills through repeated practice in classrooms and respective learning environments.

International practica are particularly worthy of discussion for the research-supported benefits that contribute to positive professional and personal development. The existing views, trends, and previous findings also confirm that while international practica vary in length and breadth amongst teacher education programs, a high percentage of participants advocate for increased integration of cross-cultural opportunities in pre-service programs. In this study, I examined the learning experiences of eight Quebec teacher candidates participating in an 8-week international practicum to Hong Kong. In order to develop a comprehensive understanding of their experience, I implemented a research design that consisted of pre- and post- questionnaires, an online discussion forum, journal entries, and post-interviews as data collection methods that encompass the participants’ thoughts before, during, and after the Hong Kong practicum. I hoped to gain more knowledge on the evolving thought processes of teacher candidates as they experienced the myriad roles of student, educator, traveler, and ‘cultural outsider.’ The findings from this study will provide program administrators with tangible evidence supporting the opportunity for engaging in non-traditional placements in teacher education programs, specifically international practica. This element of teacher education is especially significant as 15 educators continue to seek alternate instructional programs and strategies for diverse students that make up the cultural mosaic of North American classrooms (Faez, 2012). The findings will also contribute to future appraisal of teacher education programs and ongoing studies of comparative and international education.

CHAPTER TWO: REVIEW OF THE LITERATURE

The purpose of this study was to explore the ways in which an international practicum in

Hong Kong impacted teacher candidates’ professional and personal development. My intention for this chapter is to present emerging themes that speak to these aims within international practica. I have organized the literature review into five key sections that examine themes in the existing research: logistics (Cantalini-Williams & Tessaro; 2011; Riches & Benson; 2010), reflection (Holloway & Gouthro, 2011; Lee, 2010), motivation (Gouveia, 2012; Roness & Smith,

2010; Sinclair, 2008), benefits (Carano, 2010; Kabilan, 2013), and methodology (Merriam, 1998;

Punch, 2009). To begin, I will provide an overview of international practica in relation to teacher education programs; I will illustrate the logistics of these placements that vary according to the partnership between universities and host schools. Next, I will briefly examine the role of reflection and motivation in influencing teacher candidates’ field experiences. I will then describe several research studies that examine both short-term and long-term impacts of international practica on teacher candidates’ professional and personal development. I will outline the benefits of international practica by focusing on different components of professional and personal development such as developing an increased global awareness and interest for pursuing international employment. Following this section, I will describe the research designs and data collection methods used in previous studies that complement and contrast the methods used in this particular study. This comparison demonstrates the need for more comprehensive methods that capture teacher candidates’ experiences before, during, and after the placement. I will then conclude with a review of themes explored in the literature review and revisit their importance for framing my research.

Overview of International Practica in Teacher Education Programs 17

One of the earliest documented international student teaching programs was founded in

1972 by the Consortium of Overseas Teaching (Allaman, 2012, p. 25). However, it was not until the 1980s that the inclusion of international placement opportunities in teacher preparation programs sparked new research interest into the value of non-traditional practica (Cantalini-

Williams & Tessaro, 2011). Common terminology associated with international placements include “student exchange programmes, short study programmes, teaching practicum, field experience [and] immersion programmes” (Kabilan, 2013, p. 199). In Canada, field placements for teacher candidates are a common element of teacher education programs. These classroom placements provide a space for teacher candidates to put pedagogical theories into practice

(Riches & Benson, 2010). In this environment, prospective teachers explore and evaluate the effectiveness of different teaching strategies. Many students have commented on this practical teaching experience as the most valuable and appreciated component of the teacher education program (Caires & Almeida, 2005; Koerner, 1992; Rauch & Whittaker, 1999; Roness & Smith,

2010). These field experiences typically occur in local schools where teacher candidates form relationships with educators and administrators in order to heighten their chances of employment upon graduation. Today, several faculties of education in Canada offer an international teaching component in pre-service programs (Baxter, 2011). Previous research indicates that existing opportunities may even impact teacher candidates’ decisions to attend certain universities

(Gouveia, 2012). This particular student described how the international practicum component influenced her academic path:

I wanted to do it because that’s kind of why I came to the Faculty of Education . . . I

came and saw the presentation about Kenya and Italy . . . it’s kind of why I came here in

the first place. (Participant in Gouveia, 2012, p. 37) 18

These cross-cultural experiences, unlike local placements, are non-compulsory and vary according to the faculty. Depending on the arrangements between the university and host school, international practica may range from a few days to a full semester abroad (Cantalini-Williams &

Tessaro, 2011; Tang & Choi, 2004; Willard-Holt, 2001). Typically, the university works with the host school to pair teacher candidates with cooperating teachers. Some teacher candidates may also partner with more than one cooperating teacher, depending on the arrangement. Selected responsibilities of the cooperating teacher include providing appropriate feedback and support through observations, acting as a day-to-day mentor, modeling professional behavior, and occasionally evaluating the teacher candidate (Johnson, 2011). Due to the complexity of these duties, most cooperating teachers normally have several years of teaching and mentorship experience. Under the cooperating teacher’s supervision, pre-service teachers implement a myriad of instructive methods while adapting to a new classroom milieu and engaging in constant self-reflection (Pence & Macgillivray, 2008).

As Cushner and Mahon (2002) suggested, “overseas student teaching provides the potential for the greatest impact on pre-service teachers’ intercultural and international development” (p. 47). Acclimatizing to a foreign school takes teacher candidates out of their comfort zone and equips them with appropriate tools for meeting students’ different needs

(Kissock & Richardson, 2010; Maynes et al., 2012; Pence & Macgillivray, 2008). By participating in an international practicum, teacher candidates experience immediate exposure to ethnic, linguistic, and cultural diversity (Gouveia, 2012; Maynes et al., 2012). Although teachers encounter diversity in every classroom, Gouveia (2012) specified that international practica intensify one’s cultural awareness. This consciousness of cultural awareness, which Tang and

Choi (2004) described as the core “‘meaning’ [of] cross-cultural experiences” (p. 61), enhances a 19 teacher’s self-efficacy for addressing multicultural classrooms.

An important aspect of my research questions addresses how teacher education programs in Canada might promote reflection and transformative learning through international practica. In order to examine this question, it is imperative to first explore the nature of the practicum and level of faculty support. As Moody (2009) noted, “the practicum is a central component of teacher education and has been the subject of discussion among teacher educators internationally for more than a century” (p. 155). While the structure of the practicum varies according to the specific program and institution, many working teachers describe the field experience as the most memorable and practical component of their education (Caires & Almeida, 2005; Sinclair,

2008). By immersing oneself in a new classroom and engaging with new staff and students, teacher candidates are able to apply theoretical knowledge in a concrete setting. Moreover,

“teaching practice represents a unique opportunity for the development and consolidation of a significant variety of knowledge and skills” (Caires & Almeida, 2005, p. 112). As such, the practicum poses a critical learning curve for all teacher candidates completing their internship on both local and international scales. This practicum, along with its potential limitations and areas for improvement, has been the major focus of increasing pre-service education literature

(Maynes et al., 2013; Moody, 2009).

The Implications of Faculty Support in Teaching Practica

Many researchers have also investigated the implications of mentoring and faculty support as critical aspects of teacher education (Johnson, 2011; Koerner, 1992; Young et al.,

2005). In a typical teaching placement, teacher candidates hone their pedagogical skills under the supervision of an associate or cooperating teacher. As the primary supervisor during the field experience, the cooperating teacher greatly influences the teacher candidate’s professional 20 development (Johnson, 2011). Similarly, course instructors often act as catalysts for provoking growth in teacher candidates (Beck & Kosnik, 2002; Young et al., 2005). In addition to providing students with a strong educational foundation, course instructors may also assume a more personable mentorship role. Young et al. (2005) described three general patterns of mentoring: responsive, interactive, and directive. Although mentoring patterns depend on the

“personal characteristics and individual biographies of both mentors and protégés” (Young et al.,

2005, p. 170), researchers such as Awaya et al. (2002) viewed the interactive mentoring model as most desirable. According to Young et al. (2005):

The interactive mentor is characterized by the protégé as a friend, colleague, and trusted

advisor. When an interactive pattern is enacted, the mentor and protégé take pleasure in

their relationship and feel invested in each other, albeit in somewhat different ways. The

protégé wants to be helpful and supportive of the mentor, just as the mentor wants to be

helpful and supportive of his or her protégé. (p. 176)

In this dynamic relationship, the mentor fosters a considerable degree of trust with his or her or protégés. The effects of this trust may then result in deeper reflection, mutual problem-solving, and vivid accounts of daily practicum experiences.

Currently, limited studies exist that focus on the correlation between levels of faculty support and practicum outcomes. The emphasis on institutional support is vital since

“involvement of faculty in the practicum is necessary to establish a basis for dialogue with student teachers about teaching and learning” (Beck & Kosnik, 2002, p. 17). Cantalini-Williams and Tessaro’s (2011) study offered a fitting example of how faculty leaders can influence prospective teachers’ field experiences. Their research centred on the perceptions of teacher candidates participating in an international practicum in Italian schools. Since this placement was 21 faculty-supervised, the teacher candidates were able to receive direct support and feedback from their professors. Evidently, “the strong support of faculty and the facilitation of development opportunities by faculty with the host university may have positively affected the perceptions and learning of the teacher candidates” (Cantalini-Williams & Tessaro, 2011, p. 58). Similarly,

Marx and Moss (2011) expressed a pre-service teacher’s study abroad experience during a semester-long teacher education program in London, England. The relationship she developed with a seminar course leader ultimately enhanced her intercultural development and understanding. As a “cultural translator” (Marx & Moss, 2011, p. 42), the seminar course leader became a confidante with whom the teacher candidate felt comfortable in sharing her insights, assumptions, and moments of “cultural dissonance” (p. 42). These studies demonstrate how faculty might enhance the international experience by being present, engaged, and responsive to students’ multifaceted stages of learning. To that end, faculties of education—or, at a micro- level, course instructors—play a crucial role in facilitating the best possible practicum experience for teacher candidates (Aral et al., 2009; Brickman, 2010).

Teaching as Reflective Practice

One of the critical components of this present study involves seeking to understand how teacher education programs might promote reflection in teacher candidates through the international practicum experience. The urgency to explore this phenomenon is timely since

“reflection during field experience has not been widely explored” (Lee, 2010, p. 129).

Interestingly, the meaning of reflection varies across teacher education literature despite its prevalence as an important topic (Freese, 1999; Oner & Adadan, 2011; Willard-Holt &

Bottomley, 2000). For the purpose of this literature review, I follow Dewey’s (1933) definition of reflective thinking as “the kind of thinking that consists in turning a subject over in the mind 22 and giving it serious and consecutive consideration” (p. 3). Within pre-service programs, instructors typically challenge teacher candidates to consider their professional and personal identity along with their emerging pedagogical philosophy. This process of reflection requires teacher candidates to probe deeply into their beliefs and values while acknowledging reflective thinking as a “cyclic continuum” (Lee, 2010, p. 137). As such, reflection represents a skill that beginning teachers must exercise throughout and even beyond their academic and professional careers. In this regard, teaching as reflective practice demands time, patience, and commitment to learners as well as enhancing one’s instructional skills. Faculty that deem critical reflection a main goal in their program help their students to develop higher-order thinking skills; these beginning teachers then become more adept in applying seemingly abstract theory to practice

(Holloway & Gouthro, 2011).

Previous research illustrates how engaging in conscious reflection significantly shapes teacher candidates’ field experiences. Yunus, Hashim, Ishak, and Mahamod’s (2010) study reported on 38 TESL (Teaching English as a Second Language) pre-service teachers’ experiences and challenges during their practicum in various Malaysian schools. The participants in this study, also referenced as “trainee teachers” (Yunus et al., 2010, p. 723), documented their insights through an open-ended questionnaire following their two-month placement. In their reflection, many of the trainee teachers shared about the self-reflecting process and making adjustments according to classroom observations and mentor feedback (Yunus et al., 2010). The authors noted various challenges experienced by the trainee teachers during their practicum, including cultural adversities and language barriers. Since the trainee teachers were only able to communicate in English or Mandarin instead of the local Bahasa Malaysia language, they needed to navigate through ambiguous moments by exercising problem-solving skills. As a result of this 23 reflection, the teachers were able to learn from their challenges, work towards solutions, and ultimately develop professionally (Yunus et al., 2010). Although not in the international context,

Henning, Dani, and Weade (2012) examined pre-service teachers’ reflective capacity during an early field experience. Using pre- and post-experience interviews, audio and video recordings, and written reflections, the authors gained a deeper understanding of the participants’ classroom discourse and varying levels of reflection. While some pre-service teachers demonstrated competency in reiterating instructional goals, only one teacher identified and explained critical strategies for her style of discourse (Henning et al., 2012). In a separate study, Oner et al. (2011) suggested using web-based portfolios as an effective tool for provoking reflection amongst teachers. The authors urged that developing a reflective practice can propel teachers to “go beyond being merely skilled technicians” and “develop the capacity to alter their teaching based on their ability to look back and make evaluations” (Oner et al., 2011, p. 478). Although ranging in focus, these studies demonstrate the numerous ways in which reflection impacts teaching practice.

Holloway and Gouthro (2011) asserted that “all educators need to take risks to become more educated themselves, and critical reflection is a worthwhile risk” (p. 40). Teacher educators have access to several tools that can stimulate reflective thinking in teachers, especially during the field experience. Cushner and Mahon (2002) commented on the tendency of overseas student teaching experiences to challenge one’s “frame of reference” (p. 54) by integrating new perspectives into prior assumptions and ways of thinking. Some avenues through which beginning teachers might experiment with reflection include journals, interviews, group discussions, classroom debates, audio or video replays, and portfolios (Holloway & Gouthro,

2011; Lee, 2010; McLellan, 1996). As discussed in the previous section, faculty staff— 24 particularly course instructors—are key facilitators in implementing the reflective process.

Dewey (1933)’s description of an instructor as a “guide and director [who] steers the boat” (p.

36) suggests the responsibilities required of teacher educators in promoting reflection in their students. Thus, teacher educators play an important role in sparking reflective habits and inspiring prospective teachers to embrace potential paradigm shifts.

Teacher Candidate Motivation

Individuals enter the teaching profession for various reasons. Both intrinsic and extrinsic motivating factors for enrolling in a teacher education program include working with children, intellectual stimulation, working conditions, and a desire for career change (Sinclair, 2008).

Researchers and policy-makers increasingly emphasize understanding teacher motivation as a priority in the educational field of research (Klassen et al., 2011; Mansfield & Beltman, 2014).

This prominence has led to a growing body of literature that considers motivation in the teaching milieu. For example, Sinclair (2008) examined initial and changing teacher candidate motivation with regard to commitment to teaching. Motivation theory, in itself, has been explored in depth across multiple disciplines. Nevertheless, researchers have not reached a consensus on a single definition or construct due to its widespread nature (Murphy & Alexander, 2000; Roness &

Smith, 2010). For the purposes of this research, I follow Roness and Smith’s (2010) approach to motivation as “the energiser, or the why, of the behavior” (p. 170). This concept may be appropriately extended to an underlying theme within this study, that is, the various motivating factors driving teacher candidates to participate in the international practicum. Particular attention should be directed towards why some students feel more compelled to embark on this experience compared to their peers. In other words, what motivates teacher candidates to leave their ‘comfort zone’ and participate in an international experience? 25

In many ways, international practica represent the incentive for maintaining or increasing student motivation in teacher education programs. Several studies have shown that the teaching practicum, with or without the international element, effectively prepares beginning teachers for their impending career (Johnson, 2011; Rauch & Whittaker, 1999; Sinclair, 2008). The implications of mirroring these impacts on a cross-cultural scale embody the basis of this particular study. In his thesis, Gouveia (2012) reported that teacher candidates were motivated to participate in an international experience to Kenya or Italy for three primary reasons: “(a) the desire to have an overall travel experience, (b) the opportunity to travel, and (c) the desire to have an educational experience” (p. 31). Additional motivating factors included the opportunity to supplement previous vacation travel, verify one’s interest in future international teaching, and learn amongst peers and faculty members (Gouveia, 2012). Despite the perceived advantages of traveling abroad as an educator, it is important to note that this motivation varies across the student body. While limited research exists that focus on why certain students choose to complete their practicum at home, I hope that this study also encourages teacher education programs to incorporate salient recommendations at the local level. In the next section, I will focus on the benefits of international teaching practica as discovered in the existing literature.

Benefits of International Practica

Personal and intercultural development. Previous research studies have demonstrated the potential of international practica in influencing one’s personal development. In this study, I draw from Pinard’s (2012) definition of intercultural identity development as “how one has come to know one’s own beliefs, history, traditions and worldviews” (p. 7). This process has also been articulated as “[removing] blinders on beginning teachers . . . to become reflective practitioners”

(Cantalini-Williams & Tessaro, 2011, p. 47). By spending time away from their local 26 surroundings, individuals are more likely to reflect on their own culture. For example, Maynes et al. (2012) applied the conceptual change theory (which posits that changes in perspectives are directly related to changes in experiences) as a lens to investigate Canadian teacher candidates’ post experiences after teaching for three weeks in rural Kenya. In this study, the teachers were placed in non-governmental organization (NGO) sponsored schools where they explored forms of diversity, curriculum, and classroom discipline different from their home country. The researchers discovered that international teaching inspired the teachers “to create a feeling of identity with the total world community and [stimulate] a desire for diversity in personal relationships” (Maynes et al., 2012, p. 72). Similarly, Marx and Moss’ (2011) study of a teacher education program in London, England demonstrated how cultural immersion can shift one’s worldview from an ethnocentric – the inability to see past one’s own culture – to an ethnorelative approach, which acknowledges that cultural differences exist. An ethnorelative approach ultimately strengthens one’s intercultural relationships with others (Bennett, 1993).

Understanding this cultural lens, from the perspective of teachers entering Canada, demonstrates the shared experiences of educators around the world. Tang and Choi’s (2004) study of teacher candidates from Hong Kong showed how international placements promote growth in maturity, independence, and self-confidence by navigating in unfamiliar cultures. During their field experiences in Canada and Australia, the teacher candidates from Hong Kong developed “greater will power and heightened efficacy in working with others” (Tang & Choi, 2004, p. 55). This cross-cultural exchange encouraged these teacher candidates to increase their cultural knowledge and understanding of the host country. In her dissertation, Pinard (2012) also stated that “culture permeates personal and social (including professional) identity” (p. 6) and explained that evaluating one’s sense of self is a prerequisite for understanding others. 27

Professional development. Teacher candidates’ experiences with professional development are an essential component within the context of this research. Professional development has been described as an ongoing process where professionals continually learn through cases and problems encountered on the job (Eraut, 1994). As educators, it is important to view every experience as a learning opportunity and generate the desire to continue learning

(Dewey, 1938). For teacher candidates, international practica offer a new experience as it removes them from a culturally familiar environment. This experience provides prospective teachers with a professional development opportunity that places them in close proximity to students from diverse ethnic, linguistic, and cultural backgrounds. Currently, teachers fervently seek alternative strategies to meet the needs of students in multicultural classrooms (Faez, 2012;

MacPherson, 2010; Santoro, 2009). As such, teachers must be continually “motivated, empowered and provided incentive to pursue growth as an educator” (Johnson, 2012, p. 17).

International teaching placements challenge teacher candidates to be flexible, open- minded, and able to adapt to an unfamiliar school environment and curriculum. Kabilan (2013) offered pertinent data analysis from his research project concerning English language teachers in

Maldivian schools. Specifically, the teacher candidates gained confidence in their personal speaking abilities, increased their level of creativity in lesson planning, and developed stronger interpersonal skills (Kabilan, 2013). By collaborating with others in a different cultural context, the language teachers were challenged to push beyond their limits and consequently thrived as a maturing professional. A supportive school culture, along with supportive faculty members, also plays an essential role in impacting teacher candidates’ professional development with regard to future career goals. As articulated by Cantalini-Williams and Tessaro (2011), “the participation in a supervised short-term practicum allows teacher candidates to develop, with support, some 28 understanding of the expected conditions one might encounter while teaching full-time in an international setting” (p. 45-46). This learning experience effectively prepares beginning teachers to become global educators in increasingly interconnected classrooms (Carano, 2010). For example, a teacher candidate shared about her desire to globalize the curriculum after a six-week teaching practicum in Africa:

I teach a global classroom, and it is due to my experiences such as Africa that makes this

possible. My students are aware of children’s situations all over the world. It not only

gives me real life experiences to bring into my social studies and language arts

curriculum, it also helps with classroom management and teaching about perspectives.

When I plan lessons, dealing with global issues, my students are completely intrigued and

have a great thirst to take in all the knowledge I can give. They are constantly asking to

learn more and some of the best work I have received this year was from this area of

teaching. (Participant in Mwebi, 2009, p. 421)

Cushner and Mahon (2002) further suggested that increased self-efficacy may be experienced by teacher candidates during their overseas placement due to the independence granted in terms of curriculum negotiation and lesson preparation. Hence, international practica provide teacher candidates with a glimpse into cross-national employment as well as the confidence to teach culturally and linguistically diverse students.

Tourism versus travel. A fundamental aspect of participating in an international practicum involves not merely placing but immersing oneself in a foreign cultural context.

Instead of simply traveling for sightseeing purposes, international placements challenge teacher candidates to actively seek out professional and personal development opportunities. Recent initiatives urging this experience include the Association of Universities and Colleges of 29

Canada’s proposal to increase mobility and internships for Canadian students both at home and abroad (Birchard, 2014). This cultural immersion allows students to apply insights gleaned from travel experiences in future workplaces. For example, Moon, Choi, and Jung (2012) discovered that job applicants with previous international experiences demonstrated a higher level of cultural intelligence and desirability compared to their counterparts. As such, international practica enable teacher candidates to enhance their level of cross-cultural adjustment by transcending the boundaries of a tourist. Damarin (1996) effectively articulated the critical differences between a tourist and a traveler:

A traveller and a tourist can visit the same city, but experience it very differently. A

tourist’s goals are typically to see all the sights, learn their names, make and collect

stunning pictures, eat the foods, and observe the rituals of the city. A traveller, on the

other hand, seeks to understand the city, to know and live briefly among the people, to

understand the languages, both verbal and non-verbal, and to participate in the rituals of

the city. (p. 81)

In the context of international teaching placements, teacher candidates gain new perspectives on classroom dynamics via direct interaction with students from the host country. The option of teaching abroad, in this way, enables teacher candidates to teach from the perspective of a global educator—an individual who “[prepares] young people for participation in the increasingly interconnected and culturally diverse world” (Merryfield, 1995, p. 20). Along with their associate teachers and colleagues, participants grow in their educational practice, self-awareness, and willingness to collaborate with others. As Johnson (2012) proposed, “program design, cohort grouping and engaging itinerary can increase the power of the group experience to move participants beyond educational tourism” (p. 196). Successful international practica, then, require 30 sufficient planning and adequate training for teacher candidates prior to departure. Ideally, the organization of teaching abroad programs should ensure that teacher candidates enter a country as an open-minded learner and traveler, ready to embrace the unknown.

Research Design and Data Collection Methods in Previous Studies

The case study approach. As international practica vary depending on the particular partnership formed between faculties and the host institution, most authors have documented their research as a singular case study. Merriam (1998) described the fundamental purpose of a case study in her analysis of qualitative research:

A case study is employed to gain an in-depth understanding of the situation and meaning

for those involved. The interest is in process rather than outcomes, in context rather than

a specific variable, in discovery rather than confirmation. Insights gleaned from case

studies can directly influence policy, practice, and future research. (p. 19)

In the context of this study, the international practicum to Hong Kong, as reported by the eight

Quebec teacher candidates, presents an opportunity to evoke “an intensive, holistic description and analysis of a single, bounded unit” (Merriam, 1998, p. 193). Since many international practicum studies examine an exclusive group of teacher candidates within a specific school and region, one might doubt the authentic generalizability of results. Maxwell (2013) addressed the issue of generalization in case studies by noting the importance of understanding variation in the group of participants studied. In other words, findings from a specific international placement can extend to larger discussions on teacher education and overseas field experiences by taking into account existing differences. For these reasons, the majority of literature on teacher candidates’ experiences in international placements reflects the case study approach due to its distinctive nature. As Punch (2009) affirmed, “the case being studied might be unusual, unique 31 or not yet understood, so that building an in-depth understanding of the case is valuable" (p.

123).

Data collection methods. Many researchers have used questionnaires, journals, field notes, and interviews as the main data collection tools for international teaching practicum studies. Merriam (1998) referred to these sources as “personal documents” that represent “a reliable source of data concerning a person’s attitudes, beliefs, and view of the world” (p. 116).

By using these documents as the central component of their research, the authors acknowledge the importance of incorporating participants’ narratives into their findings (Connelly &

Clandinin, 1990). Specifically, international placements offer a suitable context for understanding “the ways humans experience the world” (Connelly & Clandinin, 1990, p. 2). In

Willard-Holt’s (2001) study, 22 pre-service elementary teachers were asked to complete open- ended questionnaires regarding their experiences at a Mexican school. The questionnaires were given to participants at three different times: before the trip, immediately upon return, and four months after the trip. Eight participants from this study were also interviewed via telephone one year later. Likewise, using open-ended questionnaires, Cushner and Mahon (2002) collected data from 50 students who participated in the Consortium for Overseas Student Teaching (COST)—a collaboration between fifteen universities in the United States and Canada that provides international teaching opportunities for students in fifteen different countries. In addition to questionnaires, journal entries have also been a prevalent source for uncovering themes in teacher candidates’ personal and professional growth (Cantalini-Williams & Tessaro, 2011;

Cushner & Mahon, 2002; Kabilan, 2013; Pence & Macgillivray, 2008).

While several studies have used single qualitative measures to examine the impact of international practica, few reports exist that use a variety of tools to support the findings. This 32 process of triangulation involves “using different methods as a check on one another, seeing if methods with different strengths and limitations all support a single conclusion” (Maxwell, 2013, p. 102). Pence and Macgillivray’s (2008) study offered one example of how comprehensive methodology might be employed in international practicum studies. Acting simultaneously as faculty supervisors, the researchers needed to balance their study with the responsibility of overseeing fifteen teacher candidates at a K-12 school in Rome, Italy. The authors used pre- service teachers’ personal reflections, focus groups, observation notes, final reflection papers, course evaluations, and a final questionnaire as the data collection tools.

My particular study focused on the experiences of eight Quebec teacher candidates participating in an 8-week teaching practicum in Hong Kong. I chose to incorporate pre- and post-experience questionnaires, student journal entries, and individual post-interviews in my methodology. I believe these tools provided a comprehensive framework for understanding the participants’ experiences at different times of the study. In addition, I read the teacher candidates’ weekly reflections on an online discussion forum. This medium was created by their instructor from the home university as a form of communication between participants abroad and those completing local placements. The exploration of a virtual environment, along with its potential for promoting community amongst teacher candidates, has been absent from previous international practicum studies. Examining the potential of technology in enhancing overseas field experiences is essential since “social activity online underpins the formation of a successful learning community” (Hramiak, 2010, p. 58). As such, this study addressed the missing component of understanding teacher candidates’ experiences using a virtual space to share their reflections during their time abroad. A further explanation of the preferred data collection tools will be described in the methodology section. 33

Summary of the Literature Review

Teacher preparation programs offer a variety of settings in which students can conceptualize educational theories, work collaboratively with colleagues, and most importantly, hone pedagogical skills through repeated practice in classrooms. International practica, in particular, provoke stimulating discussion due to its research-supported benefits of personal, intercultural, and professional development. At the onset of this chapter, I described the inception and emergence of international practica in Canada. I then explained how international practica vary in length and breadth amongst teacher education programs. As shown through the findings of previous international practicum studies, many participants advocate for increased integration of cross-cultural opportunities in pre-service programs. Their vivid accounts prompt further inquiry into how teacher education programs might strengthen study abroad programs.

This investigation must begin by conducting an in-depth analysis of a small group of prospective teachers. In this study, I examined the learning experiences of eight Quebec teacher candidates participating in an 8-week international practicum to Hong Kong. In order to develop a comprehensive understanding of their experience, I designed a research model that used several data collection methods, including that of a virtual space, that encompass the participants’ thoughts throughout the practicum.

In reviewing the literature, it is evident that “teacher education programs must make a serious commitment to educating pre-service teachers about the world and its people” (Mwebi,

2009, p. 416). For that reason, along with evidence in previous research, the study of international practica and teacher development is a timely topic that bridges the void between pedagogical theory and practice. In addition, this study addressed the gap in literature with regard to using online environments to enrich professional and personal development while 34 teaching abroad. As I progressed in my research, I hoped to gain more knowledge on the teacher candidates’ reflections as they negotiated the roles of a student, educator, and traveler.

Understanding the values and challenges of embarking on a cross-cultural experience will assist faculty supervisors and administrators in organizing a well-informed program for educators. I anticipated that the results from this study would provide deeper insight into how participating in an international practicum boosts teacher confidence for educating learners in a rapidly evolving global village.

CHAPTER THREE: THEORETICAL FRAMEWORK AND METHODOLOGY

Overview

In this section, I will outline the theoretical framework as well as the research design and data collection methods used in this study to grasp a comprehensive picture of the participants’ experiences. I will then describe the ways in which critical inquiry and reflection acted as overarching components in aligning the methods of this qualitative study. Finally, I will discuss the processes by which I analyzed the data to uncover prevalent themes.

Theoretical Framework

Mezirow’s transformative learning theory. The concept of ‘transformative learning’ was first introduced by Jack Mezirow (1978) in his qualitative study of U.S. women’s re-entry to education after a long hiatus. According to Taylor (2000), the original 1975 study is “by far the largest qualitative study on transformative learning” (p. 287). Influenced heavily by the work of

Jurgen Habermas (1981), Paulo Freire (1970), Thomas Kuhn (1962), and Harvey Siegal (1988), as well as his wife’s later return to college, Mezirow developed an initial framework for transformative learning theory. Moreover, his interest in the complex dimensions of adult education incited several interpretations of transformative learning that continue to evolve today

(Kitchenham, 2008; Taylor, 2008).

As expressed by Mezirow (2003), transformative learning is “learning that transforms problematic frames of references . . . to make them more inclusive, discriminating, open, reflective, and emotionally able to change” (p. 58). Frames of reference, in this regard, refer to particular sets of assumptions that influence one’s understanding and analysis of experiences

(Mezirow, 1990; Mezirow 1997; Taylor, 2008). Specifically, frames of reference encompass a range of components including “fixed interpersonal relationships, political orientations, cultural 36 bias, ideologies, schemata, stereotyped attitudes and practices, occupational habits of mind, religious doctrine, moral-ethical norms . . . and aesthetic values and standards” (Mezirow, 2003, p. 59). In Mezirow’s transformative learning theory, a frame of reference consists of two key dimensions: habits of mind and point of view (see Figure 1). ‘Habits of mind’ involve the ways in which an individual “categorizes experience, beliefs, people, events and oneself” (Mezirow,

2009, p. 93) while a ‘point of view’ comprises various beliefs, feelings, and attitudes that shape certain interpretations (Mezirow, 2000; Mezirow, 2009).

Frame of Reference

Habits of Mind Point of View

Figure 1. The two dimensions of Mezirow’s ‘frame of reference.’

For Mezirow, authentic transformative learning entails promoting and engaging in critical self-reflection and discourse communities (see Figure 2). In his early inquiry of adult learning,

Mezirow (1990) described critical reflection as “[correcting] distortions in our beliefs and . . .

[critiquing] the presuppositions on which our beliefs have been built” (p. 1). His later work advocated for a “pedagogy of dialogue” (Gozawa, 2009, p. 114) where individuals participate in communicative learning groups through problem solving and deliberation. Transformative learning, then, involves exploring how one acquires and interprets meanings of experiences from a critical perspective. In particular, “a perspective transformation entails a more fully developed frame of reference in which one becomes more critically self-reflective and critical of one’s meaning schemes and previously unexamined assumptions” (Mwebi & Brigham, 2009, p. 417).

Transformative learning scrutinizes habitual ways of thinking and investigates the kind of 37 learning that must take place in order to incite professional and personal transformation.

Mezirow (1997) remarked on individuals’ “strong tendency to reject ideas that fail to fit our preconceptions, labeling those ideas as unworthy of consideration” (p. 5). In this present study, international practica provide a multifaceted context in which teacher candidates can recognize and reflect on their own assumptions when situated in opposing forms of knowledge claims. This encounter with different worldviews and belief systems elicits a highly emotive experience that fundamentally enhances learning (Kucukaydin & Cranton, 2012; Mälkki, 2010; Mezirow, 1997).

Ultimately, transformative learning enables individuals to become autonomous thinkers by acknowledging and deconstructing the terrains of personal and contrasting beliefs (Mezirow,

1997).

Two key elements of transformative learning

Critical Reflection Critical Discourse

Figure 2. The two major elements of Mezirow’s transformative learning theory.

Situated learning perspectives. A suitable complement to the foundations of transformative learning theory is the concept of situated learning. Analogous to the notion of transformation, situated learning symbolizes a theory of learning based on investigating the link and assumptions derived from a person’s multi-leveled interactions with the world (Damarin,

1996; Lave & Wenger, 1991). As Cushner and Mahon (2002) described, situated learning theory

“suggests that the context in which an individual learns is integral to one’s cognition and that all knowledge is situated” (p. 46). Within this context, learners contribute to and engage in different 38 forms of social practice in the world (Lave & Wenger, 1991; McLellan, 1996). Possible ways in which learners might demonstrate situated learning include participating in self-reflection, conveying stories, collaborating with group members, and developing various learning skills

(McLellan, 1996). As such, situated learning theory focuses significantly on the interaction of learners within a community of practice and emphasizes the intimate correlation between learning and doing (Conceição & Skibba, 2008; Lave & Wenger; 1991).

Teacher education programs offer various contexts in which students encounter different forms of knowledge and learning experiences; these environments may range from discussing case studies with colleagues in the classroom to applying theory to practice in teaching placements. As Putnam and Borko (2000) proposed, situated learning experiences that occur outside of the familiar classroom deeply enrich teacher development. For example, participating in an international practicum allows teacher candidates to immerse themselves within a foreign cultural context with an open mind for acquiring new insights. This opportunity also enables individuals to explore diverse perspectives by assuming potentially unfamiliar positions. While the participants in this study varied in terms of previous travel and cultural experience, the international practicum promoted the chance for each individual to experiment with new roles.

Although situated learning needs not occur through merely global means, the international practicum supports Lave and Wenger’s (1991) claim that “changing locations and perspectives are part of actors’ learning trajectories, developing identities, and forms of membership” (p. 36).

Essentially, this overseas teaching option propels teacher candidates towards partaking in situated and transformative learning.

Research Design

Participants. The participants included a course instructor and eight Quebec teacher 39 candidates in the Bachelor of Education TESL (Teaching English as a Second Language) program who were accepted to participate in an 8-week teaching practicum in Hong Kong. As noted in the research design, the course instructor became directly involved with the study upon the participants’ return. However, the participants’ grades were not affected in any manner as the instructor interview took place approximately four months after their graduation. The teacher candidates were studying full-time in Montréal, Quebec and working towards completion of a

Bachelor of Education degree. The participants were not necessarily born in Quebec and may have moved from regions within or outside of Canada (see Appendix A). The participants were enrolled in a professional seminar course along with 17 other teacher candidates. There were two males and six females. The teacher candidates were between the ages of 20-25 with undergraduate experience in an established university institution. They also had previous student teaching experience under the guidance of supervisors in local schools in Quebec. I did not know or have contact with the participants prior to this study.

Setting. There was no static research setting for this study since students were not under observation at any time. The pre- and post-experience questionnaires were sent, completed, and returned via e-mail attachment. I viewed, coded, and analyzed data from the online discussion forum and submitted journal entries for the professional seminar course. With the exception of the instructor’s interview, which took place in his office, the post-experience interviews were arranged in reserved rooms at the university’s Faculty of Education building. I offered a refreshment to participants since fostering a comfortable and familiar setting is crucial in qualitative research interviews (Smith et al., 2009). The interviewees and I sat across from each other without any physical barriers between us (i.e. table). The post-experience interviews commenced approximately one month after students’ return from the Hong Kong practicum. The 40 specific dates and times of the interview were dependent on participants’ schedules and availability. Each interview lasted approximately 45-60 minutes and was audio-recorded.

Data Collection Methods

Four data collection methods were used in this particular study: pre- and post-experience questionnaires, an online class forum during the practicum, student journal entries, and semi- structured post-experience interviews. The triangulation of data enhanced my research in augmenting credibility and validating themes that support data from several sources (Maxwell,

2013). In interviews, reactivity represents a “powerful and inescapable influence” that must be recognized by the researcher (Maxwell, 2013, p. 125). While the researcher effect could not be eliminated completely, I strived to create a comfortable environment for the participant by avoiding leading questions, listening attentively, and using audio-recording as a less intrusive means of obtaining accurate record of the interview (Smith et al., 2009). I also employed extensive member-checking as a primary method for strengthening descriptive and interpretive validity. According to Legard et al. (2003), effective researchers must develop optimal listening skills in order to fully digest, comprehend, and further probe participants’ responses. Since my study involved conducting eight separate interviews with teacher candidates and an instructor, I recognized the importance of understanding reactivity in my data collection methods—especially in the case of interviews.

Pre- and post-experience questionnaires. I e-mailed the pre-experience questionnaire two weeks prior to the participants’ departure date. As students would most likely be occupied with last minute trip preparations, I wanted to provide them with ample time to complete the questionnaire. The types of questions included in the pre-experience survey focused on participants’ motivating factors, anticipated benefits, and potential anxieties with regard to 41 embarking on an international field experience (see Appendix B). All eight participants completed and returned their questionnaire to me before leaving for Hong Kong. The post- experience questionnaire, on the other hand, was e-mailed to students one week after their return.

In this survey, I inquired about notable surprises, challenges, and new learnings as well as participants’ perceived professional development (see Appendix C). I requested that students complete and return the questionnaire prior to their scheduled one-on-one interview. I received six out of eight post-experience questionnaires as two students were unable to follow-up with the task. In both the pre- and post-experience questionnaires, students were asked to provide approximately 100-word responses to seven open-ended questions.

Online discussion forum. As part of the concurrent seminar course requirements, students were asked to post their thoughts on an online discussion forum. Using the university’s web-based system, students were able to hold virtual conversations outside of the classroom. The instructor provided a new discussion prompt on a weekly basis. Some examples of topics included reflections on teacher identity, field experience expectations, and the annual job fair.

While students were required to post a minimum of six entries throughout the term, they were also encouraged to read and respond to their peers’ thoughts. At the onset of the study, the instructor provided me with access to view the online discussion forum. I was able to successfully log in to the system with my university-authorized user name and password.

Although the postings from all students registered in the course were visible, I coded and analyzed only the contributions of participants in Hong Kong. Over the past decade, researchers have demonstrated a growing interest in examining the possibility of technology as a tool for promoting reflection amongst teacher candidates (Lee, 2010; Gomez, Sherin, Griesdorn, & Finn,

2008; Whipp, 2003). As Lee (2010) critiqued, while traditional journal writing as a “private and 42 personal process” (p. 131) welcomes inward reflection, it also inhibits students from sharing valuable experiences with their peers. Alternatively, integrating technology-oriented tasks such as online journal writing can “[generate] shared understanding and discussion about each other’s field experience” (Lee, 2010, p. 131). In this context, I was enabled, via highly accessible technology, to witness participants’ candid moments of sharing, collaboration, and pedagogical exchange.

Journal entries. The participants in Hong Kong were also required to submit a minimum of four journal entries throughout the course. All participants, however, wrote more than the required amount. Four students chose to handwrite their journals while three students preferred to write electronically via Word document. One student experimented with both formats throughout the practicum. Stevens and Cooper (2009), in their thorough analysis of journal keeping, defined a journal as “written, dated, informal, flexible, private, and archival” (p. 5).

Similarly, the guidelines for writing in the journal were open-ended which led to diverse topics explored within participants’ journals. Some examples included initial culture shock, relationship with cooperating teachers, adjusting to the school environment, and even frustrations with disappointing evaluations. Putting ‘paper to pen,’ in this context, enabled the students to generate a “conversation with the self, with another person, [and] with an imagined person” (Stevens &

Cooper, 2009, p. 42). By viewing, coding, and analyzing journal entries from each participant, I developed a deeper understanding of their personal and professional development as well as challenges and insights experienced during their time overseas.

Post-experience interviews. The individual, post-experience interviews were approximately 45-60 minutes and took place in reserved rooms at the Faculty of Education building. I chose to conduct semi-structured interviews to allow for flexible boundaries and 43 conversation (Baxter, 2011; Connelly & Clandinin, 2000). The interviews began one month after students’ return from the Hong Kong placement and were scheduled according to the participants’ varied schedules. Prior to students’ departure, I created a Doodle poll where participants indicated their availability by selecting feasible times and dates. Although my original intent was to conduct in-person interviews with each participant, two students requested to arrange the interview via Skype as they were unable to meet on campus. Upon return, one student informed me that they would be unable to participate in the interview due to their demanding schedule and upcoming travels. As a result, I conducted six in-person interviews

(including the course instructor) and two Skype interviews. Connelly & Clandinin (2000) discussed various factors that shape the interview, including “the place, the time of day, and the degree of formality established” (p. 110). I was able to more quickly establish a strong rapport with participants in the in-person interviews than the Skype counterparts. I also observed that participants were subjected to unforeseen distractions via Skype (e.g. responding to a roommate’s question, momentary internet disconnections). Apart from these differences, I felt that both interview formats enabled rich conversations where participants demonstrated an acute willingness to share their insights. While the interview guide contained questions to stimulate reflections on the practicum (see Appendix D), I was mindful of the participant as “the experiential expert” (Smith, Flowers, & Larkin, 2009, p. 58) and encouraged participants to talk at length. During the interview, I occasionally recorded hand-written notes on key information, ideas, beliefs, or events expressed by the participants. All interviews were audio-recorded and later transcribed into a Word document. The audio recorder not only freed myself to participate in the conversation but also allowed me to review the dialogue and isolate significant ideas afterward (Baxter, 2011). Furthermore, I was able to extract meaningful links between 44 the dialogue during the interview and my hand-written notes.

Triangulation of Data

As Maxwell (2013) explained, triangulation involves “using different methods as a check on one another, seeing if methods with different strengths and limitations all support a single conclusion” (p. 102). As such, I believe that using pre- and post-experience questionnaires, an online discussion forum, journal entries, and post-experience interviews provided me with various entry points for new insights and understanding. By incorporating different instruments in this study, I was able to uncover and validate themes that resonated throughout the data.

Specifically, the semi-structured interviews and journal entries offered a space where participants were able to express their comments and concerns via an open-ended format. As Legard et al.

(2003) reported, interviews allow for meaningful conversations that serve a fundamental purpose. More importantly, since I was unable to physically observe the teacher candidates during the Hong Kong placement, interviewing offered a valuable and necessary method for gaining a detailed accounts of events (Maxwell, 2013). The data collection methods for this study encapsulated participants’ views before, during, and after the field experience. A more comprehensive table of the data collection procedure can be found in Appendix I. Since my research questions focus on the shaping of teacher candidates’ personal and professional development through an international practicum, it was essential to use instruments that capture

“the full picture” (Punch, 2009, p. 161); in particular, I was searching for indications of emotional, cultural, and pedagogical transformation over time. The following diagram illustrates the data collection process of this study:

• Questionnaire Before • Discussion Forum

Data Collection • Discussion Forum During Methods • Journal

• Questionnaire P After • Discussion Forum • Interview

Figure 3. This diagram illustrates the different data collection methods used.

Critical Inquiry and Reflection

Increasing research advocates for critical thinking as a means for stimulating reflection in teacher education programs (Holloway & Guothro, 2011; Long & Stuart, 2004; Schussler et al.,

2010; Yost, Sentner, & Forlenza-Bailey, 2000). According to Holloway and Guothro (2011), critical thinking involves “develop[ing] higher-order thinking skills [and] think[ing] at an abstract level while making connections from theory to practice” (p. 29). In this study, participants engaged in various modes of reflection assigned by the instructor. The tasks echoed one of the main objectives of pre-service programs, which urges teacher candidates to consider

“their evolving teacher identities and to imagine themselves in that role” (Holloway & Guothro,

2011, p. 37). Sharing vivid accounts of experiences via the online discussion forum and periodic journal writing compelled participants to probe beyond the initial layers of understanding.

Nevertheless, while teacher candidates should be encouraged to reflect ‘authentically,’ this undertaking proves challenging since instructors have the power—and ultimate responsibility— to judge the quality of candidates’ learning experiences and performances (Calderwood & 46

D’Amico, 2008). What factors, then, constitute authentic reflection? Calderwood and D’Amico

(2008) defined authenticity in the following terms:

Authenticity is the quality or condition of being trustworthy or genuine. It connotes

naturalness rather than artificiality. Personal authenticity, however natural it may seem,

requires a lot of work because who we are is relational to others and the contexts in

which we find ourselves. (p. 51)

The concurrent seminar instructor in the present study had previous experience teaching the eight participants in their earlier undergraduate years. As I will later explore in the data analysis section, all of the teacher candidates expressed the positive rapport developed with the instructor throughout the B. Ed TESL program. While it is impossible to measure the degree of sincerity in participants’ reflections, I presumed that the instructor’s professional camaraderie with his students fostered a safe space in which to express their concerns, desires, successes, and downfalls. To this end, using different data collection methods that generated reflection throughout the field experience aligned with a critical aspect of this study—to examine how teacher education programs in Canada can support long-term, authentic, and transformative learning in teacher candidates participating in international practica.

Data Collection Procedures

In 2008, a partnership was formed between a Canadian university’s Teaching English as a Second Language (TESL) Bachelor of Education program in Montréal, Quebec, and a primary and secondary school in Hong Kong. This inception provided an opportunity for teacher candidates, in their fourth year of study, to complete their final field experience in an international setting. The expectations required of the teacher candidates participating in this experience mirrored the requirements in a local teaching placement—students shadowed a 47 cooperating teacher, became knowledgeable about school routines and policies, generated lesson plans and materials for solo teaching, and prepared for professional evaluations. As a yearly procedure, all students interested in the international placement were required to submit an application expressing their intent and subsequently interviewed by faculty and senior staff from the university practicum placement office. During the year in which this study took place, a total of eight applications were submitted with each student being approved to participate in the international experience. Through primary contact with my co-supervisors and the course instructor for the concurrent professional seminar course, I invited the eight teacher candidates accepted for the Hong Kong practicum to participate in the study through an oral solicitation script (see Appendix E).

First, I attended the pre-departure meeting approximately three weeks before the participants’ departure date where I met the students for the first time. This meeting was mainly organized to finalize travel arrangements, review practicum expectations, and address outstanding questions. I was also able to discuss my research, recruit participants, and introduce myself as a graduate student interested in the project. In addition to sharing my goals and purpose of the study, I informed the participants of their right to withdraw from the study at any time since research projects are inherently invasive and require ethical considerations (Maxwell,

2013) and explained the consent form to the participants (see Appendix F). Three participants signed and returned the form immediately while the five remaining participants attached their completed consent forms at a later date via e-mail. The participants were asked to complete a pre-experience questionnaire via e-mail attachment two weeks before departure. Upon return, the participants completed a post-experience questionnaire via e-mail attachment prior to the post- experience interview. The students also granted me with access to view, code, and analyze the 48 course online discussion forum, submitted journal entries, and post-experience interviews. It is important to note here that qualitative research design involves a flexible rather than fixed process that evolves according to the variable nature of the study (Hammersley & Atkinson,

1995; Maxwell, 2013; Robson, 2011). Hence, upon initial review of the participants’ post- experience interview transcripts, I considered the importance of “construct[ing] and reconstruct[ing] [my] research design” (Maxwell, 2013, p. 3) to address the salient elements of my research questions. I then realized that in conceiving my data collection procedures, I had overlooked the prospect of including the course instructor’s voice in the discussion. Fortunately, my amendment to interview the course instructor was approved by the Ethics Board and with the instructor’s consent, added a critical layer of insight to the study (see Appendix H).

In order to comply with the Research Ethics Board’s ethical policies and regulations, I obtained informed consent from each teacher candidate that notified them that participation in the study was completely voluntary and would not affect their academic results or ability to graduate. I also informed the instructor that participation in the study was voluntary and would not impact his current or future occupation with the university (see Appendix I). All recorded data, along with the participant consent forms, were stored in a locked compartment in a secure location. All data were secured on password-protected software only accessible to myself and my co-supervisors. Only my co-supervisors and I had access to the original data. After the data had undergone the qualitative method of member-checking by interviewees and the study was complete, all data except for consent forms were anonymized as confidentiality cannot be guaranteed in qualitative research (Smith et al., 2009). The data was stored in a locked compartment in a secure location for the required time period. The audio-recordings from the post-experience interviews were destroyed following transcription. Nonetheless, confidentiality 49 could not be completely guaranteed within the study. The course instructor and students in the class were aware of the eight potential participants going on the Hong Kong practicum.

However, the following use of pseudonyms (Kurtis, Alison, Meredith, Quinn, Carrie, Celeste,

Jacqueline, and Kiara) protected the privacy and prevented the identification of individuals.

Data Analysis

This study aimed to investigate the ways in which international practica shape teacher candidates’ personal and professional development. By using qualitative inquiry, I, the researcher, reflected on the “emergent patterns and meanings of human experience” (Saldana,

2013, p. 10). To ensure that the methods corroborated with my research questions (Maxwell,

2013), I felt that employing a case study approach was appropriate for examining a multifaceted phenomenon within a real-life context (Yin, 1994). Punch (2009) stated that “the case study aims to understand the case in depth, and in its natural setting, recognizing its complexity and its context . . . aiming to preserve and understand the wholeness and unity of the case” (p. 119). As such, I used the purposeful selection method where a specific context was chosen to align with relevant research questions and purposes (Maxwell, 2013).

Process coding, thematic analysis, and extensive member checking were used as the primary forms of data analysis. Using process coding was an appropriate method for organizing the data since uncovering categories and themes is a primary objective in virtually all qualitative studies (Saldana, 2013). Data analysis occurred throughout all data collection phases and immediately after the post-experience interviews to reflect the habits of an experienced qualitative researcher (Maxwell, 2013). According to Maxwell (2013), “coding is a typical categorizing strategy in qualitative research” (p. 106) and involves identifying particular themes and units in data that carry meaningful connections to the research purpose and goals. These 50 themed developed organically and were significantly dependent on the collected data. After listening to and transcribing the post-experience interviews, I involved the participants in the analytic process through respondent validation (member checking). Member checking is “the single most important way of ruling out the possibility of misinterpreting the meaning of what participants say and do and the perspective they have on what is going on” (Maxwell, 2013, p.

126-127). Since people interpret meanings and language from multiple perspectives (Punch,

2009), the component of member checking in data analysis provides further support and evidence for the validity of the study. Participants were valued as maturing students and novice teachers as I engaged in constant reflexivity to bridge the gap between my own assumptions and the data (Maxwell, 2013; Saldana, 2013).

Throughout the research process, I followed Merriam’s (1998) description of data collection and analysis as a “simultaneous activity in qualitative research [where] analysis begins with the first interview, the first observation, [and] the first document read” (p. 151). As such, I wrote frequent memos to capture preliminary thoughts, investigate nascent links, and use for future reference (Saldana, 2013). I continued this practice throughout several months of collecting data using the various instruments described in the previous chapter: pre- and post- experience questionnaires, online discussion forum, journal entries, and one-on-one post- experience interviews. For the first cycle of coding, I highlighted particular sections of the data and created categories based on recurrent topics drawn from participants’ thoughts. Using the

QSR NVivo 10 software as my main organizational platform, I extracted and grouped similar ideas from different participants into a cohesive unit. The second cycle of coding involved re- reading the data and, when necessary, re-organizing and re-phrasing categories. I used process coding for both cycles, as processes “imply actions intertwined with the dynamics of time, such 51 as things that emerge, change, occur in particular sequences, or become strategically implemented” (Saldana, 2013, p. 266). This coding method was appropriate since the participants developed personally, professionally, and gradually throughout their 8-week teaching experience in Hong Kong. I then began the process of “themeing the data” in which I formed “an extended phrase or sentence that identifies what a unit of data is about and/or what it means” (Saldana, 2013, p. 267).

Validity

According to Maxwell (2013), qualitative research is “primary concerned with understanding how a particular researcher’s values and expectations have influenced the conduct and conclusions of the study” (p. 124). One of the key validity threats in my study was researcher bias. Since I participated in an international practicum in Ghana in April 2013, I held tentative views about the potential of this experience to impact teacher candidates. I assumed that international placements influenced teacher candidates’ professional and personal development to some degree, although my study intended to examine the extent of this impact. Additionally, I was cognizant of my identity as a recent graduate of a teacher education program as I underwent a meaning-making process that allowed me to analyze data while acknowledging my own pedagogical expectations for teacher candidates. In order to address the presence of researcher bias in my study, I aimed to develop a holistic sense of international practica by incorporating any discrepant data or negative experiences in my analysis (Maxwell, 2013).

Although my research focused on a specific case study of eight teacher candidates’ experiences from an 8-week teaching practicum in Hong Kong, the findings may have potential for suggesting improvement and implications for teacher education programs offering an international component. However, a significant limitation of this study is that the participants 52 taught in predominantly mono-ethnic classrooms, which might reduce the validity of suggestions for teaching in culturally diverse settings. In addition, since this study focused on a relatively small group of Quebec teacher candidates, the findings may not apply to the evaluation of all teacher programs and international placement options. Nevertheless, with regard to transferability, I endeavour to contribute to the emerging literature in comparative and international education.

CHAPTER FOUR: FINDINGS AND DISCUSSION

The purpose of this study was to unpack the ways in which an 8-week international practicum impacted Quebec teacher candidates’ professional and personal development. Results gleaned from this initial inquiry provided the basis for exploring how teacher education programs in Canada might promote reflection and transformative learning amongst pre-service teachers participating in overseas practica. In examining the data, I uncovered several themes that addressed important components of my research questions. It is important to note here the wealth of reflections offered by the participants through several data collection avenues; this considerable collection of data demonstrates the triangulation aspect of the research design. By coding and analyzing reflections from each participant and data source, I was able to include selected quotes that encompass the essence of the proposed themes. In this regard, although I attempted to incorporate a range of participants’ voices, some themes seemingly resonated more frequently with particular teacher candidates than others. Therefore, as the primary investigator of this study, I “[relied] on skills and intuition to find and interpret data from documents”

(Merriam, 1998, p. 120). In the following section, I provide a brief summary of participant backgrounds to shed light on the past experiences which led the teacher candidates to the Hong

Kong practicum. I also present a concise profile of the course instructor to help inform the reader about his significant role in shaping the teacher candidates’ perspectives.

Participant Backgrounds

Teacher Candidate 1: Kurtis. Kurtis was born and raised in Montréal and was the only participant of Chinese ethnicity in this study. With regard to his upbringing, he noted that he was

“raised in a traditional Chinese home” (Interview). Kurtis had visited Hong Kong multiple times prior to the international practicum as most of his family members reside in various parts of 54

Asia. In addition to Hong Kong, Kurtis had previously travelled to Australia as well as South

Korea to complete a summer international semester where he majored in East Asian Studies.

Kurtis shared that one of his key motivating factors for participating in the Hong Kong practicum was a desire to “touch base with [his] roots” (Interview). He described the opportunity as a “once in a lifetime” (Interview) experience and was interested in drawing comparisons between the

Hong Kong and Quebec education systems. During his teaching internships in Montréal, Kurtis specialized at the secondary level teaching English as a Second Language and English Language

Arts. He taught in the Brossard area of Montréal where the majority of his students came from predominantly Anglophone families; in terms of their language background, most of his students were bilingual or trilingual. For Kurtis, teaching is a “privilege” and “passion” (Interview) that can be exercised through numerous subjects and used to nurture students through critical stages of development.

Teacher Candidate 2: Alison. Alison was raised in the south shore of Montréal, a suburban area located next to the Saint Lawrence River. Prior to the Hong Kong experience,

Alison had spent time in Spain to learn Spanish as well as France and Central America for leisure. She went on her first international trip at 15 years old where she visited a friend’s family in South America for two months. Alison had never previously travelled to Asia and indicated that it was “always a dream for [her] to go there” (Interview). She was curious about the possibility of teaching overseas upon graduation and mentioned that the financial support allowed her to embark on this experience. Alison taught at the International School of Montréal at the secondary level for her second and third teaching internships. During both placements, she felt that she was often teaching English Language Arts instead of English as a Second Language since most of her students were bilingual. 55

Teacher Candidate 3: Meredith. Meredith was born in Armenia, a region located between the border of the Middle East and Europe. Throughout her childhood, she frequently travelled with her parents and spent several years in Czech Republic, France, and Canada. At the time of this study, Meredith expressed her desire to travel independently and explore places such as the Mediterranean and Morocco. Her increasing interest in teaching English abroad led her to apply for the Hong Kong practicum – an ideal medium through which she could see “if actually this is what [she wanted] to do, and whether [she could] do it” (Interview). Meredith completed her local internships in Lachine and Ville Saint Laurent. Most of the elementary level students at the Lachine school were from underprivileged backgrounds; approximately half of the student population were Quebecers whereas the remaining students came from multicultural backgrounds. In comparison, Meredith described her secondary level students in Ville Saint

Laurent as predominantly Middle Eastern, Chinese, and Latin American.

Teacher Candidate 4: Quinn. Quinn was raised in Trois-Rivières, a primarily French- speaking city in Quebec. His father was from Ontario and opted for Quinn to complete his elementary education at an English school. Prior to the Hong Kong practicum, Quinn had travelled internationally to the east coast of United States, Mexico, and Cuba. During his interview, he expressed his desire to grow as a teaching professional by immersing in a different culture and education system. His previous internships allowed him to practice teaching at both elementary and secondary levels with his second field experience being located at a music school in the Plateau area of Montréal. Overall, he viewed the Hong Kong experience as challenging himself to “jump on [an] opportunity” (Interview).

Teacher Candidate 5: Carrie. Carrie was raised in Montréal and had travelled extensively prior to the Hong Kong experience. In what Carrie referred to as “gap years” 56

(Interview), which were essentially the two years prior to starting university, she travelled to

India, Indonesia, and New Zealand. In 2012, she completed an exchange program in Australia.

As a result, Carrie felt certain that she wanted to complete her final internship abroad as she had plans to relocate following graduation. While Hong Kong was not on her “hit list of places in the world [she] wanted to go” (Interview), she believed that the experience would not only enhance her resume but challenge her to teach students with whom she did not share the first language. In addition to working for the French School Board of Montréal for two years through substitute teaching, Carrie had taught English in Italy for two summers. During her time with the Montréal school board, she taught History to secondary level students, graded the Ministry exams, and also worked as a resource teacher for the same school.

Teacher Candidate 6: Celeste. As an international student studying in Montréal, Celeste had previously lived in the United Kingdom, Australia, and France. Additional international experiences involved working at a summer camp in Marseille, a city in southern France, and completing a study abroad program in Tokyo, Japan for four months. She had also visited Seoul and Thailand. Celeste had always been interested in teaching abroad and described teaching as a highly “international job” (Interview). She described the Hong Kong opportunity as “a smooth way to transition into the international teaching world” (Interview). Specifically, she noted that this practicum would provide her with insight as to whether or not she could adapt to a new education system and commit to long-term international teaching. Celeste completed her local internships at both the primary and secondary level specializing in TESL. She had also taught at

TESL summer camps in Europe and had some tutoring experience.

Teacher Candidate 7: Jacqueline. Jacqueline was raised in Repentigny, Quebec, a largely French-speaking region. Jacqueline noted that her parents and brothers did not speak 57

English and that the culture in Repentigny was quite different from Montréal. She shared about the conscious decision she made to learn and teach English as most of the Repentigny population were French-speaking; her third internship in Repentigny challenged her to continuously motivate students in learning and speaking English. Although she was uncertain about her desire to assume teaching as a profession, Jacqueline expressed her passion for learning languages.

Some of her international experiences included living in Switzerland for a year where she taught

German at a language school to immigrants from South America and Australia and traveling to

Greece, Italy, and France for leisure. In terms of the Hong Kong practicum, Jacqueline was curious about teaching in a different education system and felt that “it was a great opportunity”

(Interview).

Teacher Candidate 8: Kiara. Kiara was from Toronto, Ontario, and spent her undergraduate years in the TESL teacher education program in Montréal. One of Kiara’s goals as a teacher was to encourage her students to “see English as not only a school subject but more as a means of communication” (Discussion Forum). She desired to promote the benefits of learning a second language and demonstrate that English learning could take place outside of grammar and reading comprehension quizzes. Moreover, she wished to assure her students that they

“belong to a global community” (Pre-Questionnaire). Kiara had planned to teach abroad prior to this international experience. As such, Kiara viewed the Hong Kong practicum as an opportunity to assess her level of commitment to teaching overseas and ability to teach students with a different first language.

Course Instructor: Tim. Tim had not always envisioned himself as a teacher; his path towards the teaching profession unfolded rather organically. He studied English Literature throughout his undergraduate and graduate years in Montréal. During his post-graduate studies, 58

Tim worked full-time at a college in Montréal teaching art, cinema, and English as a Second

Language. In terms of why he chose to focus on second language education, Tim described the field as an emerging topic of interest at the university level. At the time of this study, Tim had more than twelve years of teaching experience. He had previously taught the mandatory professional seminar course for two consecutive years and had also taught a similar course at a different university. Tim continually emphasized the role of a teacher as a “guide” who helps students in “making the transition between student teacher [and] full-time practitioner”

(Interview). He also viewed the opportunity of teaching abroad as a valuable experience in terms of garnering new perspectives, learning about different cultures, and “teaching to the whole person” (Interview).

Research Questions

My guiding research questions involved examining the ways in which an 8-week teaching practicum in Hong Kong shape Quebec teacher candidates’ professional and personal development. A critical component of my research questions also alluded to how teacher education programs in Canada might promote reflection and support transformative learning in teacher candidates participating in international practica.

Using the initial categories I created on the QSR NVivo 10 software, I organized and discovered recurrent themes from the data. Since data analysis requires the researcher to navigate between concrete and abstract concepts (Merriam, 1998), I constantly phrased and re-phrased themes in a manner that represented participants’ thoughts to the best of my ability. I then created subthemes for each larger theme illustrating underlying topics that surfaced throughout the data. Each subtheme supported the overarching idea and provided a new angle through which to examine the broader concept. The six emergent themes that I distinguished were: 1) 59 comparing education systems, teaching practices, and philosophies, 2) developing self-efficacy as a teacher, 3) adapting to a new cultural environment, 4) identifying tensions as a Western educator and Canadian ESL teacher, 5) recognizing levels of support during the field experience, and 6) engaging in critical reflection as an emerging professional. These themes played an important role in addressing the key elements of my guiding research questions.

Comparing Education Systems, Teaching Practices, and Philosophies

Contrast in teaching practices and philosophies. As part of the international practicum arrangements, the teacher candidates worked alongside one or two cooperating teachers at the

Hong Kong school. While the participants were informed of their cooperating teacher’s name prior to departure, they were not provided with any unit or lesson materials. The only instance in which they caught a glimpse of the Hong Kong curriculum was at the pre-departure meeting where participants from prior years shared selected materials. Instead of creating lessons based on the familiar Quebec curriculum, participants were expected to adapt their teaching strategies to the Hong Kong education standards. Thus, most of the participants were unable to plan their lessons until meeting their cooperating teachers and reviewing objectives. Many prospective teachers who embark on overseas practica must learn to adapt their instructional planning to the curriculum standards established by the host school (Quezada, 2004). As such, noting differences between the Hong Kong and Quebec education system was prevalent throughout the data since all of the participants experienced teaching in Hong Kong (and Asia) for the first time. Carrie described her early perceptions of the Hong Kong curriculum and teaching practices:

Being in Hong Kong, the pedagogical mentality and rules are completely different. Everything is very textbook based and centered around drills. There is definitely not much communicative learning going on! What I am hoping for is to still be able to bring a little authenticity into the classroom through various games and activities, somehow. Obviously, this might be a bit sensitive, as the requirements and expectations from the school and my CT remain important. (Discussion Forum) 60

In her sharing, Carrie recognized a new “pedagogical mentality” that did not reflect her preference for communicative learning activities in second language teaching. More notable was the way in which she acknowledged the potential challenge of incorporating her personal teaching practices while remaining respectful towards the host school and cooperating teacher.

Similarly, Kurtis mentioned how “the idea of working to prioritize quantity over quality was counter intuitive at first, but [he] was able to quickly adapt to the working environment while maintaining [his] teaching values and principles” (Post-Questionnaire). Alison also described the emphasis on quantity over quality with regard to teaching material in her interview. For Kurtis and Alison, a curriculum that emphasized “quantity over quality” was one of the key differences between the Hong Kong and Quebec education systems. Although the teacher candidates were required to follow the curriculum, there was a fundamental desire to achieve an accord between one’s teaching philosophy and curriculum demands. On a separate note, Celeste described the contrast in teacher-student communication in Hong Kong and Canada. She noticed that Hong

Kong teachers did not hesitate to “put students on the spot” while Canadian teachers tend to act in a more empathetic way. Observing the interactions between her cooperating teacher and the students allowed Celeste to distinguish the varying levels of sensitivity in Hong Kong and

Canadian classrooms. While she did not express her partiality towards either method, Celeste demonstrated an acute awareness of culturally-influenced teaching behaviour. From Kurtis’ perspective, experiencing different education systems may have contributed to a preliminary vision of his ideal education model:

I mean the Hong Kong system and the system here, they’re like polar opposites and so for myself, having experienced both ends gave me insight on … what should be in the middle … I mean I still don’t know because there is no perfect … system. But I do see what we can take from them and I do see what we [can] take from us and put it together. (Interview) 61

This endeavour towards an ‘educational equilibrium,’ as illustrated through Kurtis’ account, reflects the beginning stages of a teacher’s professional development. By acknowledging his uncertainty in finding the “perfect” system, Kurtis demonstrated that critical reflection “often entails a combination of painful self-exploration and difficult academic learning” (Holloway &

Gouthro, 2011, p. 31). Although the Hong Kong education system and teaching practices differed drastically from the participants’ pedagogical beliefs, the teacher candidates seized this opportunity by engaging in critical thinking. Lastly, upon her return, Jacqueline expressed the importance of being sensitive as a future teacher likely to encounter various forms of diversity in the classroom. Instead of focusing on her apparent failure of an interactive-based activity,

Jacqueline benefitted from this experience by realizing that teaching diverse students requires the ability to implement diverse methods. While Jacqueline, like most of her peers, preferred not to use drilling practices, she developed a deeper understanding of students’ educational backgrounds and became more conscious of diversifying her strategies to suit students’ needs.

As communicated through these participants’ brief narratives, the field experience offered an opportunity to gain practical knowledge about a new educational system, school culture, and its pedagogical values (Caires & Almeida, 2005).

Negotiating the role of a teacher candidate. While the participants had been exposed to previous student teaching experiences in previous teaching practica, this Hong Kong experience extended that growth to an international level. In this context, participants further explored the capacity and potential boundaries of a pre-service teacher since this practicum represented the culminating component prior to graduation. As discussed in the previous section, teacher candidates were expected to incorporate their teaching strategies using the assigned curriculum.

Depending on the cooperating teacher’s personality and leadership style, participants 62 experienced various levels of leeway with regard to instructional planning and independence in the classroom. Koerner (1992) suggested that the cooperating teacher “has as much, if not more, influence on the student teacher than any other person in pre-service education” (p. 46). In addition to creating cohesive lesson plans, teacher candidates also invested time in developing a positive rapport with not only their students but their cooperating teacher. Solidifying this relationship was pivotal since cooperating teachers offer a wide range of expertise and necessary feedback for teaching modifications (Johnson, 2011; Koerner, 1992). Kiara explained her initial anxieties as a teacher candidate prior to her Hong Kong departure:

I am nervous about the curriculum and its emphasis on grammar. I am also anxious about not having any freedom in my lesson planning and in the difference regarding teaching standards. I hope not to offend anyone [with] things that I say, which would be commonplace here … (Pre-Questionnaire)

In this account, Kiara shared her concerns about teaching in a perceived rigid curriculum with limited emphasis on pedagogical innovation. At the same time, she demonstrated the ambivalent nature of many teacher candidates struggling to “revise or adapt what they have learned to meet the unique context of the classroom, school, or community” (Koerner, 1992, p. 54). Kiara was also mindful of adjusting her language to establish respect with new colleagues in an unfamiliar cultural environment. In a sense, she embodied the archetypal teacher candidate seeking support and guidance from seasoned mentors (Young et al., 2005). This apparent insecurity was similarly expressed by Celeste when she documented her angst in being evaluated by the field experience supervisor. For her lesson, she was asked to teach students how to apply language skills in a meaningful life situation. Although Celeste acknowledged the importance of teaching students through real-world contexts, she felt sceptical about her ability to successfully execute her lessons. More distinctly, she wrestled with how her lesson would resonate since connecting

English learning to life situations might prove challenging for the Hong Kong students. 63

Similarly, in describing her experience as a teacher candidate in Hong Kong, Carrie admitted that she “[did] not necessarily feel like [she] stayed true to [her] teaching philosophies 100% of the time, [but] learned how to adapt [her] teaching style to meet [the] needs and expectations”

(Journal). While one may argue that teacher candidates also encounter moments of doubt in local practica, these participants illustrated how teaching in an international context adds a critical layer to that challenge. These teacher candidates not only strived to uphold their instructional expectations but also adjusted their teaching methods to best fit the cultural context.

Garnering insights from the Hong Kong system and teaching practices. Schussler et al. (2010) proposed that “teachers base their understanding of teaching situations on their underlying value system, which includes personal distinctions between right and wrong” (p.

353). Throughout their four years in a Quebec teacher education program, the participants undoubtedly developed personal teaching ideologies and partiality towards certain methods. For most of the participants, an education system based on “drilling” practices failed to spark an immediate positive impression. Quinn, however, spoke about how his view of drilling altered after observing and reflecting on his cooperating teacher’s teaching style over the eight weeks.

Although he hesitated to embrace his cooperating teacher’s instructional technique, he acknowledged the improvement shown in students’ pronunciation and ability to make connections with grammatical concepts. The drilling exercises, while arguably monotonous, impacted Quinn’s elementary level class in an apparently effective way. Meredith also experienced a shift in her attitude towards student classification. Unlike the Quebec education system to which the teacher candidates were accustomed, Meredith remarked on the lack of inclusive education reform (Lo, 2007) in Hong Kong:

I was surprised by the way students were categorized according to their achievements and socio-cultural background. Coming from a society where inclusion is starting to be 64

valued over segregation, it felt quite strange to be in a country where the opposite perspective is still preferred … in some very limited way, the separation of students into rigid categories had certain benefits … it seemed to develop a sense of belonging [in] a class due to the creation of stronger bonds among the students … (Interview)

Meredith’s encounter with a school structure based on segregating students according to academic performance evidently challenged her inherent values and assumptions. Despite her natural inclination for integrating varied-level students in a classroom, she recognized the possible advantage of organizing students according to their abilities. In this manner, both Quinn and Meredith adjusted their previous beliefs and gained profound insight from the Hong Kong education system.

Developing Self-Efficacy as a Teacher

Learning through trials, errors, and successes. The field experience provided a hands- on opportunity for the teacher candidates to practice, reflect upon, and meaningfully adjust their teaching strategies. As maturing educators, many of the participants shared about various achievements and challenges faced during their final practicum. Their instructional abilities were often tested by cooperating teachers, students, and the new cultural milieu. Following Bandura’s

(1997) model, Martin and Dowson (2009) described self-efficacy as “a belief in one’s capacity and agency to achieve a desired outcome” (p. 337). This degree of confidence in advancing a skill or completing a task frequently appears through an individual’s chosen profession in society

(Aral et al., 2009). In this study, the cooperating teachers and students played a role in impacting the levels of teacher candidates’ self-efficacy. For example, Jacqueline expressed her ongoing frustrations with lesson planning as a result of a clash between teaching methods and philosophies:

It takes me forever to do lesson plans because I don’t understand the materials … and my CT keeps changing everything over and over again. I feel overwhelmed and incompetent. I’m trying to adapt my teaching to their drilling methods and all of the stuff that we were 65

taught not to do in Canada. (Journal)

In subsequent entries, Jacqueline continued to note the pressure she felt in meeting her cooperating teacher’s expectations while simultaneously struggling with travel health problems.

As articulated in this journal entry, she felt “overwhelmed and incompetent” in her role as a teacher candidate and doubted her ability to succeed in this practicum. However, Jacqueline later described how the presence and support of the NET teacher increased her desire to perform at her best. She realized that obstacles such as differences in personality and work habits were inevitable challenges in her career and chose to respond with professionalism and respect for her cooperating teacher. Likewise, Meredith discussed her early inability to connect with Ingrid, a particularly challenging student in the class. According to Meredith, Ingrid constantly disrupted her lessons by acting disrespectfully and rolling her eyes. Ultimately, after initial attempts at responding with punishment and engaging in private conversations with the student, Meredith decided to emulate her cooperating teacher’s management technique of ignoring Ingrid.

Although the extent to which this response affected Ingrid’s behaviour did not surface in later journal entries, this experience allowed Meredith to become more conscious of her other students’ desire to learn. In a sense, she optimized this moment of weakness with one student as fuel for addressing the well-being of the whole class. In Alison’s post-experience questionnaire, she expressed her concern with her two cooperating teachers’ apparent tendency to solely emphasize the negative aspects of her teaching. Rather than balancing critique with occasional praise, Alison desired—and perhaps expected—more encouragement from her cooperating teachers. Nevertheless, she indicated how Canadian students “have been used to being praised

[which] might have created a need for us to seek … outside reinforcement from our mentors and peers” (Post-Questionnaire). While she did not receive explicit positive feedback, Alison 66 acknowledged that “their criticism actually made [her] work harder and strive for perfection in

[her] work” (Post-Questionnaire). Hence, these trials showed how important stakeholders, including the students, cooperating teacher, and NET teacher, significantly impacted the teacher candidates’ level of self-efficacy.

Increased self-efficacy. For many teacher candidates, participating in an international teaching practicum resulted in heightened self-efficacy and increased adaptability (Cushner &

Mahon, 2002; Maynes et al., 2012; Ozek, 2009). As Quinn noted in his interview, his newfound confidence in being able to adapt to new cultural spaces confirmed his ability to teach abroad. In fact, he felt comfortable with the idea of relocating and teaching abroad “if [he] had an opportunity to leave tomorrow to go teach in a country for a year or two” (Interview). This self- assurance not only captured his professional growth as an educator but personal capacity to adjust in unfamiliar cultural settings. Quinn’s account verified Cushner and Mahon’s (2002) stance that “international student teachers are left to their own devices and must learn to trust and to rely on their own capabilities” (p. 53). Alison also described her belief that this practicum would enhance her chances for success when applying for Quebec and international teaching positions. Specifically, she referenced her ability to work within different education systems as a key factor in enabling her to excel in the field of second language education. In a more general approach, Meredith explored the nuance of how her collective field experiences contributed to a higher degree of self-efficacy:

At the end of each of my internships, I have a feeling that I have gained a little more confidence as a teacher. It is hard to put your finger on what exactly you have learned every time … I would say that this time I have definitely shown to myself that I can adapt … quite efficiently to a new cultural context and to new expectations. (Post- Questionnaire) 67

In her reflection, Meredith recognized the crucial impact of previous field experiences but also credited this particular practicum as empowering her with a greater sense of self and flexibility.

She also touched upon the complexities of professional development by noting the difficulty in immediately discerning exact lessons learned from each practicum. Kurtis, on the other hand, described an alternative way of viewing self-efficacy. He suggested that an individual can display confidence through reserved and unconventional measures. With regard to working alongside peers, colleagues, and colleagues, Kurtis suggested that “vulnerability is definitely something that should not be hidden … [and] letting people know that you have a vulnerable side

… balances things out” (Interview). He realized that exuding one’s weaknesses requires a considerable degree of humility and willingness to accept others’ feedback. Like his peers,

Kurtis developed personal awareness and assurance in facing unpredictable situations and learning opportunities. Although the teacher candidates developed self-efficacy in different forms, this experience certainly stimulated professional and personal insights. To that end, these participants created an opening for examining the implications of increased self-efficacy for pre- service teachers in an international context.

Adapting to a New Cultural Environment

Previous cultural experiences impacting levels of adjustment. Prior to this field experience, seven out of eight of the teacher candidates had never previously travelled to Hong

Kong. Many of the participants had, however, traveled abroad to countries such as India, France,

Italy, Spain, Greece, South Korea, Indonesia, Australia, and parts of South America. Purposes of these trips ranged from studying in an exchange program to visiting family members. Most of the teacher candidates also indicated personal leisure as one of the common reasons for traveling abroad. As such, each participant carried a unique perspective into this experience that was 68 shaped by their previous exposure to different cultural contexts; these accumulated insights influenced the teacher candidates’ levels of adjustment since “every student comes with a

‘learning past’ that is an important part of his or her present and future learning” (Kegan, 2000, p. 58). Additionally, previous international experiences often help individuals to develop acuity for different cultural circumstances (Moon et al., 2012). To begin, participants with extensive travel experience demonstrated evident ease in adjusting to the Hong Kong culture. Celeste attributed her upbringing in France and temporary residence in the United Kingdom and

Australia as notable factors in enabling her to acclimatize in new settings:

I have a lot of experience living abroad so I believe that my ability to adapt to new ways of living will be very useful. I have also learned to lower my expectations. It is a strategy that I believe prevents me from being disappointed. I am able to appreciate things that come my way and take them in as ‘part of the experience.’ (Pre-Questionnaire)

This “strategy,” as noted by Celeste, encouraged her to welcome and value unpredictable learning opportunities during her time in Hong Kong. Moreover, she prepared herself for adjusting within a new culture by being conscious of setting rational expectations. Carrie echoed this mindset and expressed the importance of assuming a “go-with-the-flow” attitude (Pre-

Questionnaire) when adjusting to different environments. She also shared about how her interest in cultural diversity, as evidenced by her previous trips to India, Indonesia, and Australia, would enable her to take advantage of the international experience. Among his peers, Kurtis was the only participant who had previously traveled to Hong Kong. Regardless, his understanding of the everyday work ethic in Hong Kong was heightened as a result of observing his colleagues on a daily basis:

… just living in Hong Kong wasn’t much of a shock but working in Hong Kong was definitely something that I had to work on … I am very aware of Chinese people being very efficient in work and doing things at a very quick pace. But I was raised here [Montreal] … so the way I function here is less rapid than the people in Hong Kong … it was very difficult to process. (Interview) 69

In his account, Kurtis underscored the challenge of adjusting to an accelerated work flow. While he felt somewhat accustomed to living in the city, his immersion in the Hong Kong school allowed for an unforeseen level of adjustment. For both Kurtis and his peers, adapting within an unfamiliar work and cultural environment offered new forms of awareness. Evidently, their prior travels prepared them for variable circumstances and proved advantageous for responding to required areas of adjustment. In this manner, these teacher candidates carried previous cultural experiences that impacted their levels of adjustments in different ways.

Issues and experiences of race, ethnicity, and identity. As described in the previous section, most of the teacher candidates were traveling to Hong Kong for the first time. Two out of eight of the participants had visited Asia in the past. For many of the participants, teaching in

Hong Kong brought about multifaceted insights on race and ethnicity. While definitions of

‘ethnicity’ vary amongst scholars (Barker, 1999; Nagel, 1994), Peck (2010) suggested that “the enunciation of one’s ethnic identity may change depending on the social, political, and/or cultural context in which one finds oneself” (p. 576). Some common indicators of ethnicity include “language, religion, appearance, ancestry, regionality . . . [and] cultural symbols and practices” (Peck, 2010, p. 576). This particular experience provoked an opportunity for participants to examine such varied nuances of their ethnic identity. Jacqueline described her position as a “visible minority” by comparing this practicum to her previous traveling experiences:

… it’s the first time that I was a visible minority because I’m not Asian … but I was surprised because they were really nice … the children there were really looking at you … for me it was special because I’ve been traveling in Europe or here so I don’t look really different … (Interview)

In this account, Jacqueline commented on how her self-awareness as a minority was heightened by her students’ perceptions. She noted that the colour of her skin distinguished her from the majority of people in Hong Kong. Kiara also discussed the association attached to her skin colour by her students:

Today at lunch we played basketball with the students, which was really fun. It’s funny, because I am black everyone expects me to be really good at playing basketball! The truth is that I really suck … I have horrible hand-eye coordination. But, that didn’t stop me from having a good time … (Journal)

While the students were incorrect about their teacher’s basketball proficiency, their stereotypical expectations highlighted skin colour as a critical component of one’s identity (Stepanova &

Strube, 2012). Nevertheless, Kiara’s response to this racial stereotype illustrated her positive attitude in responding to her students’ assumptions. Instead of taking offense, she recognized this situation as a learning opportunity and engaged in relationship building with her students. As one of the students noted in Mwebi’s (2009) study of Canadian pre-service teachers in Africa, observing how others perceived her in Africa allowed her to foster “critical self-awareness” (p.

419). Similarly, Jacqueline and Kiara discerned the ways in which their skin colour marked their identity and accentuated the implications of racial and ethnic diversity. Kurtis, in contrast, experienced the allusions of one’s ethnic background in a reversed degree. During his practicum, many of his students questioned whether or not he was of Chinese descent. His students were also curious as to Kurtis’ ability to speak and understand Cantonese, the dominant language used in Hong Kong. Due to his desire and responsibility to promote English in the classroom, Kurtis refrained from sharing his Cantonese proficiency until the end of the practicum. In his journal, he expressed how it was “extremely difficult” not to respond when overhearing students’ conversations in Cantonese. As the only participant who ‘blended in’ with the visible majority, 71

Kurtis negotiated the extent to which his linguistic background, ethnicity, and physiognomy

(Cloonan, 2005; Stepanova & Strube, 2009) impacted this cross-cultural experience.

Mental and physical factors impacting levels of adjustment. While teaching abroad offers numerous advantages (Brindley, Quinn, & Morton, 2009; Cushner & Mahon, 2002; Pence

& Macgillivray, 2008; Willard-Holt, 2001), the participants constantly navigated through mental and physical forms of adjustment. As demonstrated in previous examples, many of the teacher candidates shared about the challenges of meeting their cooperating teacher’s expectations and working with a new curriculum while simultaneously adapting to the Hong Kong environment.

This multifaceted process emphasizes the extent to which teacher candidates engaged in “mental somersaults” (Pajares, 1992, p. 317) by identifying and analyzing learning experiences. In her interview, Jacqueline described the struggles she faced during the early stages of the practicum:

I was really overwhelmed … the first two weeks I was a bit depressed and I wanted to go back … I [felt] I [wouldn’t] be able to survive. But after it [got] better … you don’t know if [the Hong Kong teachers] like you or not and [you should not] step in their personal space, so this was hard for me because … I like to be with people. (Interview)

Like many teacher candidates in an international practicum setting, Jacqueline became engrossed by personal uncertainties and the demands of different stakeholders. She noticed a contrast in the way the Hong Kong teachers perceived personal space and as such modified her natural approach in forming relationships. She also expressed the challenge of distinguishing whether or not she was liked by her cooperating teacher. Combined with the pressures of adjusting to a new cultural environment and making sense of diverse personas, Jacqueline revealed the psychological toll largely experienced by teacher candidates teaching abroad. In addition to regulating one’s mentality, teaching in Hong Kong required participants to adapt on a physical level. Meredith explained that “people in Hong Kong are very careful with viruses and infections” (Journal). For example, when Kiara exhibited symptoms of a common cold, she was 72 asked to immediately consult a doctor. While the participants often overlooked minor illnesses such as the cold, they experienced a different approach to everyday infections in a heightened health-conscious environment. For Quinn, physical adjustment meant noting the considerable gap between his body structure and the local people of Hong Kong: “I was kind of a bit bigger for the people there so I bumped into people often” (Interview). Although this physical difference did not negatively impact Quinn’s overall experience in Hong Kong, it demonstrated a distinct form of adjustment that many teacher candidates might face when acclimatizing overseas. As such, these participants navigated through mental and physical levels of adjustment in order to—both metaphorically and literally—‘fit in.’

Unpacking and understanding cultural differences. At the pre-departure meeting, past participants of the Hong Kong practicum provided an overview of cultural differences and practices encountered during their time abroad. Since each participant held a unique perspective on the experience, they were able to offer a glimpse of life in Hong Kong and potentially minimize anxiety levels. As previously mentioned, seven out of eight of the teacher candidates were traveling to Hong Kong for the first time. One of the key themes that emerged from the data included an emphasis on recognizing and unpacking cultural differences. Specifically, the participants underscored communication as a notable difference and occasional obstacle. Alison described her repeated encounter with ambiguous responses when seeking guidance from her two cooperating teachers:

Whenever you would ask for something, no one would really say yes or no, ever. So that was very different and I wasn’t expecting that at all. So at times it was very unsettling because here … we’re used to saying yes [and] no … But I got used to it at some point so I could understand what they meant sometimes if they really want it or [not]. (Interview)

In this account, Alison alluded to her past expectation of receiving straightforward answers. Her 73 experience as a teacher candidate in this particular school challenged that expectation and compelled her to decipher seemingly equivocal responses. As addressed in the interview, Alison became more attuned to her cooperating teachers’ language and intended meanings through time.

In a similar vein, Celeste commented on the implications of communication differences during the planning phases of the Canadian festival—a school-wide event in which the teacher candidates were asked to prepare posters and activities about Canadian culture for the purpose of recruiting new students for the following year. Celeste noted:

I think that there is a big communication issue in this school which often leads to some drama … I think it is mainly due to cultural differences as HK (Hong Kong) people usually don’t express their opinion out loud and make changes “behind your back.” (Journal)

This supposed silence, as interpreted by Alison and Celeste, demonstrates a form of cultural difference which broadened their understanding of communication in Hong Kong. Although such observations may have applied to this specific Hong Kong school, it shows how these teacher candidates developed professionally by learning to communicate with colleagues in a different culture.

Identifying tensions as a Western educator and Canadian ESL teacher

Reflecting on perceptions and privilege. During the Hong Kong practicum, participants assumed the role of a Canadian ESL teacher. This position not only exposed them to a new context of second language teaching but also allowed them to unpack the notions associated with having a Canadian background. In her pre-questionnaire, Kiara anticipated the contrast in teacher treatment despite never having visited Hong Kong:

I expect to grow much more and much faster as a teacher. I believe that this will test my willingness to change and challenge my beliefs on second language teaching. I also expect to have more respect in the classroom due to the different view of teachers in Canada and China. (Pre-Questionnaire)

Although Kiara did not specify how teachers were typically perceived in each country, her comment suggests embedded beliefs that may have developed throughout her program; she emphasizes the prospect of experiencing greater respect as a teacher in a Hong Kong school. For

Quinn, garnering respect as a teacher extended beyond the national values rooted in the position.

He realized the increased (and undisputed) level of respect given to teachers based on their

Canadian identity. When asked about the advice participants would offer for future teacher candidates embarking on this practicum, Quinn reminisced on the importance of bringing gifts from Canada:

You realize when you go there … they really fall in love with you and they really admire you just ‘cause you’re Canadian. I thought it was kind of a bit ridiculous but they really, really see us as better than what we are … so just bring gifts from here, they would totally like that. (Interview)

Through his sharing, Quinn describes the apparent admiration for Canadians, in particular,

Canadian teachers. He also mentions the importance of presenting gifts as a symbol of mutual respect. More significantly, Quinn suggests the problematic notion of Canadian teachers as flawless and deserving ultimate praise. Similarly, Celeste wrote about the privilege she experienced as a foreign teacher in terms of having sufficient work space in the school. In her journal, she remarked on how all teacher candidates were provided with a computer and private desk whereas most of the Hong Kong teachers were accustomed to sharing work areas and resources. As Mwebi (2009) determined from his study of Canadian pre-service teachers in

Africa, these participants also experienced “a sense of entitlement and assumed unquestioned privilege” (p. 421). By observing the generally favoured treatment of teachers from abroad, these teacher candidates began to unpack the underlying assumptions and expectations of a Canadian

ESL teacher. Depending on their impending career paths, it is likely that some participants may revisit this complex realization in future international teaching opportunities. 75

Questioning the effectiveness of a NET. The staff at the Hong Kong school consisted of local Chinese-speaking teachers and a Native-speaking English Teacher (NET). The existing literature on NETs points to varied opinions on the effectiveness of NETs in promoting English language learning in Asian countries (Trent, 2012). For example, some non-native-speaking

English teachers have expressed the hiring of NETs as jeopardizing their professionalism and teaching capacities (Boyle, 1997; Trent, 2012; Walker, 2001). In this particular school, the NET was primarily responsible for teaching English to all grade levels during designated times throughout the week; this scheduling meant that the NET rarely visited a class more than once a week. Although not all of the participants spoke explicitly about their experiences working with the NET, many of them discussed the prominent perception of educators with a Western background. Kurtis addressed the seeming prerequisite of hiring a NET based on their racial identity:

The physical appearance was really important. It was a huge deal for them. And I don’t know if it’s a good thing because some teachers … they look great … [but] whether they’re good teachers is a different question. So I don’t know. And I’ve never met an Asian NET teacher so far so I have no idea what it’s like. (Interview)

In his experience as a visiting Canadian ESL teacher, Kurtis also revealed his students’ persistence in learning about his ethnicity; his students’ speculations often included Chinese,

Japanese, Korean, and Cambodian. Evidently, while Kurtis was raised in a Western environment, his physical features as an individual of Asian descent allowed him to question the benefits and deconstruct the mainstream profile of a NET. In her journal, Carrie discussed her cooperating teacher’s expectations of her performance as a teacher with a Western background. Specifically, she stressed her cooperating teacher’s desire for her to implement Western teaching strategies in the Hong Kong classroom:

As a “Western” educator, she really expects us to teach students in an authentic and 76

meaningful manner. Unfortunately, this is not at all the reality faced by teachers in Hong Kong. All the teaching is very textbook-based and [revolves] around drills. (Journal) This account demonstrates a traditional image of Western educators, and possibly NETs, to which teacher candidates were expected to emulate. In this regard, Carrie unearthed her cooperating teacher’s preference for integrating Western teaching methods in the classroom.

While NETs have reported on their partiality for “real English teaching” (Trent, 2012, p. 112), both Kurtis and Carrie challenged the effectiveness and practicality of NETs and applying

Western teaching practices.

Linguistic boundaries within classroom and office space. As ESL teachers at a predominantly Cantonese-speaking school, the participants experienced the implications of language differences during their time abroad. In their role, teacher candidates taught and promoted the use of English communication skills both within and outside of the classroom. For example, some participants initiated after-school activities such as facilitating basketball games

(which encouraged the use of English vocabulary), planning for the Canadian festival, and watching movies in English. In light of these efforts, Jacqueline and Celeste recognized the occasional drawbacks of being a non-Cantonese speaker in the school setting. This linguistic limitation affected Jacqueline’s ability to establish clear communication with her students:

I find it difficult to manage a classroom and monitor their work at the same time. They are also very young and my CT often uses Cantonese when speaking to them. Therefore, when I need to be alone with them for a whole period, I find it hard because I know that they don’t understand me sometimes. (Journal)

As a result of her cooperating teacher’s repeated use of Cantonese and the age of her students,

Jacqueline struggled to connect with her students through comprehensible verbal exchange.

However, she described how the gradual practice of projecting her voice conveyed her request for students to stop talking and listen carefully to instructions. In this way, she manipulated the tone and volume of her voice to overcome and compensate for her lack of Cantonese fluency. 77

Celeste also experienced similar restraints in the classroom. While she did not understand her cooperating teacher’s exact words, she determined the intentions behind her use of Cantonese through observed patterns:

I had no clue what was going on because I don’t speak Cantonese but I knew that it was bad … when she uses Cantonese it’s bad … so actually me using English as a way for classroom management, there was shock for them [because] they had to realize I wasn’t teaching something, I was actually telling them something. Quite interesting to see. (Interview)

As such, although Celeste was unable to directly translate her cooperating teacher’s words, she developed an inventive form of meaning making by associating language use with the particular moment of speech. Outside of the classroom, Jacqueline indicated another example of overcoming linguistic boundaries as a visiting ESL teacher.

There were two separate offices … one for English teachers and one for other teachers and we were with other teachers … some didn’t speak English, and it was hard to communicate, even with the technicians … (Interview)

In this context, Jacqueline—along with her peers—recognized the obstacle of not speaking the local language in an international placement. However, this linguistic boundary allowed

Jacqueline and Celeste to experience different levels of communication and work within their means. With regard to professional development, this momentary language impediment challenged the participants to apply problem solving skills in deciphering intended meanings and communicating with non-Native-speaking English colleagues.

Recognizing Multiple Levels of Support during the Field Experience

Impact of online distance support. As described in the Methods chapter, one of the fundamental tools used to gather data in this study included an online discussion forum. Tim, the course instructor of the ongoing professional seminar, created this forum with the purpose of asking students to reflect on topics such as teacher identity, future job prospects, and situations 78 encountered during the field experience. Many students also used the forum as a space to seek professional advice, post teaching material, and exchange ideas on lesson plans. Throughout the semester, the participants were required to submit at least six entries consisting of both original posts and responses to their peers’ comments. The ‘Query’ function in the QSR NVivo software allowed me to catch a glimpse of the some of the key themes raised by the participants. By conducting a word frequency search, I was able to generate a visual image of the most dominant words used in participants’ entries:

Figure 4. A word cloud illustrating the top 20 words used (minimum 6 characters).

The bolded and larger-sized words illuminate the most frequently used words; participants mentioned ‘students’ 66 times whereas topics surrounding ‘teaching’ surfaced 52 times.

Naturally, many of the teacher candidates shared about their experiences with teaching and learning, in particular, of their relationships and observations of students, during their time abroad. Since the forum functioned as a tool for connecting all students in the course, participants in Hong Kong had the option of contacting Tim as well as their peers during their time abroad. In his interview, Tim described his vision of the discussion forum as a place that not only provided distance support but also encouraged ongoing reflection and collaboration: 79

It [the discussion forum] anchored the students in Hong Kong from day one; the fact that there were still people here that could support them from afar. The forums tend to take on a life of their own as the semester progresses … they do respond in more of a straightforward manner at the beginning … and then as the semester progresses certain individuals really do use the forum as a place to have that type of conversation, to ask each other questions, to respond to each other’s ideas. (Interview)

Tim also noted the effectiveness of the forum as “[dependent] on the individual” since some students demonstrated a greater online presence than others. In terms of this study, distance played a role in shaping the perceived success of the forum since students in Hong Kong were also obliged to contribute. In order to understand the degree in which the forum supported teacher candidates’ reflection and transformative learning overseas, I asked the participants to comment on the tool during their interviews. For Meredith, the forum offered a reminder of peers at home undergoing similar pressures and emotions of a culminating field experience:

I definitely had time to post and I thought it was wonderful because I felt connected to the group and I could talk to them and it was a very positive experience for me. I did not have time to read everyone’s comments and responses but maybe I should have found time … it’s a very good way of keeping track, helping each other, and just [seeing] how everyone is doing and not feeling alone. (Interview)

In this sharing, Meredith hinted at the time constraint experienced as a result of balancing multiple tasks and responsibilities during the Hong Kong practicum. Due to the international nature of this practicum, the participants not only worked to fulfil their role as an ESL teacher but constantly navigated through different forms of adjustment. While the presence of online distance support benefited participants such as Meredith, there were some teacher candidates who spoke about the possible limitations of the forum. For example, since Alison anticipated a hectic work schedule during her time abroad, she chose to complete her entries prior to departure. Instead of using the forum as an avenue for connecting with her instructor and peers back home, her discussion posts represented the outcome of completing a course assignment early on. Similarly, Quinn, Carrie, and Kurtis spoke about the time constraint and challenges of 80 deeply investing in the forum due to immediate priorities. As Quinn mentioned in one of his online entries, his typical schedule consisted of arriving at school 7:45 in the morning and leaving at 5:00 or 6:00 in the evening. Many of the participants also commented on devoting multiple Saturdays to visiting the school in order to complete unfinished work or plan for the following week. This forum, while seemingly valuable with significant potential for connecting peers across borders, prompts further discussion for areas of improvement. In terms of meeting the standards of the online discussion, it was evident that most teacher candidates placed high importance on task completion. Nevertheless, the impact of online distance support varied amongst the participants with notable advantages and drawbacks.

Developing relationships with peers and colleagues in Hong Kong. A critical theme that emerged from the data included the presence of relationships in impacting participants’ professional and personal development. Although the teacher candidates had taken many of the same classes throughout their four-year undergraduate program, this practicum offered the opportunity to potentially cultivate these relationships. During Alison’s interview, it became apparent that having trusted peer support helped minimize the stress derived from teaching expectations and cultural adjustment. She commented on the importance of not only having a

“good group of people” while abroad but also having access to emotional support from home prior to departure. In this manner, Alison determined that teacher candidates embarking on this practicum should ensure that they have reliable support systems set in place. On a similar note,

Kiara discussed her appreciation for peers who demonstrated care and support during a difficult health situation:

This week has not been the best, health-wise. I had to go to the hospital because I was throwing up and hadn’t eaten or had anything to drink in 2 days … It was a very scary experience … but it was very comforting having Jacqueline and Alison at my side and even Quinn came to give me a hug before I had to go in the ambulance. (Journal) 81

While her peers did not have the medical expertise to alleviate Kiara’s physical discomfort, their presence lifted her spirits in battling through an unfortunate health obstacle. In terms of spending increased time with peers, Meredith described the impact of previous travel experiences in preparing her for a new living situation. Specifically, she commented on the skills gained from living in Hong Kong with the same group of people for eight weeks:

I have learned to live with other people. I had traveled before, but never had to live with the same people for such a long time. It taught me a lot. Interpersonal skills are probably one of the most difficult skills to acquire – [it] requires tons of wisdom and tact! But it’s only by trying that you get better. (Journal)

By reflecting on the magnitude of interpersonal skills, Meredith demonstrated her growth as an evolving teacher and well-rounded individual. Moreover, she suggested the challenge of fostering a positive group environment and identified the critical difference between traveling by oneself and others. As illustrated through these accounts, having dependable avenues of support helped participants in navigating through the unpredictable nuances of an international practicum.

Engaging in Critical Reflection as an Emerging Professional

Uncovering professional and personal insights. The Hong Kong field experience impacted the teacher candidates in distinct yet diverse ways. Their particular circumstances, including (but not limited to) their previous travel experiences, cultural adaptability, and relationship with their students and cooperating teacher played a crucial role in the advent of professional and personal insights. Participating in this international practicum enabled and encouraged teacher candidates to reflect on the significance of their time in Hong Kong.

Throughout the experience, the participants modelled Dewey’s notion of reflective thinking which involved “not simply a sequence of ideas, but a con-sequence” (Dewey, 1933, p. 4) resulting in meaningful professional development. For example, Celeste commented on the new 82 understanding gained from leading a drama activity with Meredith during the Canadian festival:

Running this activity made me realize how important after school activities are for me. I have been a camp counselor for a long time and love bonding with teenagers and kids outside of class. I really miss it here in HK as I believe it is a crucial part of the teaching profession. (Journal)

By applying her camp experience and drama background in Hong Kong, Celeste confirmed her belief in after-school activities as an integral part of education. More notably, she demonstrated reflective thinking by referring to her role as a camp counselor—a position that represented the precursor to this new insight. Celeste not only observed a difference in the Hong Kong system in terms of emphasizing after school activities but reinforced her philosophy as an emerging educator. In her last journal entry, Kiara also shared about how immersing in the Hong Kong teaching culture influenced her professional and personal development. She thought critically about the ways in which teaching in Hong Kong enhanced her work ethic and ultimately revealed her competencies:

Overall this experience taught me to work harder. To work harder than I think I can. To know when to stand up and when to back down. To know that what I’ve always wanted to do is something that I am capable of. I am ever grateful that I was chosen to go to Hong Kong and I cannot wait to go back. (Journal)

For Kiara, participating in this international practicum challenged her preconceived boundaries and allowed her to reflect on her potential as a teacher. By navigating within different contexts and knowing “when to stand up and when to back down,” Kiara exhibited growth in terms of a beginning educator and maturing individual. As such, both Celeste and Kiara offered examples of how engaging in critical reflection resulted in profound professional and personal shifts. These acquired insights would undoubtedly impact their impending roles in future schools and classrooms.

Newfound perceptions on teaching abroad. This final field experience allowed the 83 teacher candidates to apply their knowledge and understanding of second language education in an international context. During their 8-week internship in the Hong Kong school, they caught a glimpse of what life would be like as an international teacher. While the majority of participants had yet to finalize their plans upon graduation, they reflected on the positive impact of this experience in shaping their overall outlook on international teaching opportunities. To begin,

Carrie articulated her belief in traveling as a largely indispensable form of education:

I think there’s no better schooling than travel, truly. And I think that [it] should almost be mandatory … I think it makes you more humble, like, your way is not necessarily the best way … And plus you get to know your students better. (Interview)

By suggesting travel as a compulsory component of schooling—specifically, in teacher education programs—Carrie underscored the valuable insights gained from embarking on the

Hong Kong practicum. She emphasized her increased humility and ability to develop a positive rapport with her students as a result of placing oneself in a significantly different cultural environment. As a visiting Canadian ESL teacher, she also learned the importance of thinking critically about pedagogical strategies and maintaining an open mind through first-hand experience. Similarly, Kurtis advocated for international teaching opportunities by indirectly referencing Damarin’s (1996) distinction between a traveler and tourist. While Kurtis was the only participant who had previously traveled to Hong Kong, this practicum further deepened his belief in connecting with local people and practices. In particular, his working proficiency in

Cantonese enabled him to confidently enter and communicate in public spaces:

You know, teaching abroad is cool. You get to see the world differently because you work in it, you know … you live as a local. For me it was easy, I go to the wet market [and] bargain with the ladies, they’re very nice, they give me, you know, free stuff afterwards. For me living in the environment was not a difficult thing at all. (Interview)

Although travelers periodically engage in local practices, working overseas intensified this experience as participants lived in Hong Kong for an extended length of time. This practicum 84 also allowed participants to extend their understanding of teaching abroad in future endeavours.

For example, Meredith described how teaching abroad “opens up your mind [and] widens your horizons” (Interview). She mentioned how the Hong Kong experience helped her to recognize how valuable lessons can be applied in different settings. Drawing attention to the fact that an individual may not have the opportunity to experience every culture around the globe, Meredith stressed the importance of applying transferable skills such as communication and flexibility in all travel experiences. Moreover, she noted how teaching in Hong Kong challenged her pedagogically as her students did not share the same L1 (first language). In this regard, she was required to experiment with different teaching strategies in order to best meet her students’ needs. Her improved ability to observe, evaluate, and problem-solve as an ESL teacher in Hong

Kong would prove beneficial for potential work overseas.

Ongoing reflective practice. Throughout the practicum, teacher candidates were encouraged to constantly reflect on their experience via different communication tools; these mediums included the online discussion forum and personal journals. As the course instructor,

Tim incorporated assignments that generated insightful thinking from his students since “[the] field experience provides participants with specific educational context and real life knowledge for reflection” (Lee, 2010, p. 137). In order to deconstruct the widespread concept of reflection in this study, I decided to ask Tim about his perspective on ‘authentic’ reflection. His response helped me unpack the ways in which participants articulated and arrived at new understandings and revelations:

Authentic reflection for me means that first of all, it’s going to be honest. Or transparent. But meaning not just to oneself … we have to become comfortable with others [and] be fully accountable for that. So they get to engage with the actual process of reflecting upon their values, their principles, their teaching … things that they actually put into place when it comes to best practices on various levels. (Interview)

Some ways in which Tim encouraged self-reflection in his course included personalized journal writing and the development of a culminating portfolio. Portfolios, in particular, offer a valuable channel for assessing in-depth reflection since they provide evidence of student learning over time (McLellan, 1996). Furthermore, this ‘transparency,’ as noted in Tim’s interview, was evident in teacher candidates’ reflections as they recollected on lessons learned while abroad. For example, Celeste emphasized the importance of promoting support amongst teachers. In her interview, she addressed the tendency of teachers to seek advice and willingly share about pedagogical drawbacks while remaining silent about success stories. As Anthony (1993) expressed, teaching often “requires an unfaltering energy [and] a perfectionism in a time when one will make mistakes” (p. 200). From her experience, Celeste noticed that “teachers are very proud people” (Interview) who often resist sharing resources and materials with their colleagues.

This form of reflection demonstrates Celeste’s professional and personal development as she developed a greater appreciation for teamwork; her practice of reflecting through situated learning (McLellan, 1996) reinforced and strengthened her instinct for collaboration. Likewise,

Carrie demonstrated professional growth and critical thinking abilities by reflecting on her views on student integration. Unlike her peers, she had the opportunity to work with a classroom of students with special needs. This experience not only provoked Carrie to evaluate the effectiveness of integration in schools but also challenged her to critique the validity of standardized testing through direct observation:

This week, I got to reflect quite a lot on my practice. Especially with my group of 9 “disabled” children … My CT kind of told me that, at this point, it is just about “cramming” information into their brains so that they can hopefully remember it for the exam … I am believing less and less in integration in schools [and] I don’t believe in the fact that all students should have the same test. It is just not fair that these students should have to go through this whole system without ever learning anything. (Journal)

In this reflection, Carrie expressed her concern for students whose specific learning needs prevent them from experiencing academic success within the education system. Although solutions for this prevalent matter require commitment from various stakeholders, Carrie illustrated the importance of reflecting as an educator in order to bring critical, student-centered issues to the surface. In terms of reflecting on teacher identity—a central topic in the class discussion forum—Alison observed a venerable quality in Hong Kong teachers that she hoped to mirror in her professional career. She explained that Hong Kong teachers, and “people in general

… [were] very, very humble” (Interview) and how she would strive to assimilate this trait into her teacher identity. These teacher candidates demonstrated examples of “reflective action”

(Mezirow, 1991, p. 109) where they openly welcome opportunities for critiquing presuppositions and continued learning. I created the following diagram to present this process of transformative learning as inspired by Mezirow’s (1991) theoretical framework:

Ongoing Experience Reflection Transformation

Figure 5. Process diagram outlining the paradigm of transformative learning.

For Celeste, Carrie, and Alison, it was crucial that an event (or ‘experience’) first occurred in order to incite the next phase of reflection. More importantly, this course of reflective action would ideally lead to a habit of ongoing transformation in which participants would continually evolve as educators throughout their career. In a sense, their reflective practice would resemble a cycle with new events and experiences as the starting point. As these participants vividly demonstrated, “becoming a teacher is an ongoing process, which never arrives at a finished 87 product” (Murphy & Pinnegar, 2011, p. 132). Opportunities for engaging in ongoing reflective practice ultimately allowed participants to deepen their critical thinking skills, challenge prior presumptions, and sharpen their beliefs in cultivating fundamental teacher traits.

Summary of Findings

The findings provoke critical discussion on various forms of professional and personal impacts experienced by teacher candidates participating in an international practicum. In this particular study, participants applied their educational background and evolving teaching capacities in elementary and secondary Hong Kong classrooms. In order to encompass and present the breadth of participants’ experiences, I arrived at six key themes that resonated throughout the data analysis.

One of the fundamental topics that emerged included teacher candidates’ observations of the differences in teaching practices and philosophies. In contrast to their previous encounters in

Quebec schools, many of the participants spoke about the common practice of enforcing drills and discipline as effective teaching methods. This emphasis on promoting ‘quantity over quality’ exposed an unfamiliar framework that challenged the pedagogical ideals of some teacher candidates; various participants felt compelled to adopt this teaching approach in order to satisfy their cooperating teachers and remain within the boundaries of a teacher candidate. As an anticipated outcome of the Hong Kong teaching practicum, the participants gained insights from a different education system and modified their teaching techniques as required.

The teacher candidates also expressed the value of applying problem-solving skills in unpredictable classroom situations and learning from various stakeholders. By observing different classroom management strategies, experimenting with diverse teaching methods, and nurturing relationships with their cooperating teacher and students, the participants demonstrated 88 numerous aspects of professional growth. This development influenced the teacher candidates’ perceived levels of self-efficacy as many of them acknowledged their confidence in managing and excelling in hypothetical overseas opportunities. One participant described ‘vulnerability’ as an imperative teacher trait since acknowledging one’s insecurities can lead to new and unexpected forms of understanding.

Prior to this practicum, only one participant had previously travelled to Hong Kong. The group, however, was largely well-travelled as many teacher candidates visited countries within

Europe and South America in the past. This experience entailed a process of adapting to an unfamiliar cultural environment. The particular ease of adjustment varied amongst the participants and occurred on both mental and physical levels. In addition, a notable theme involved assuming the position of an ‘outsider’ as a non-Chinese visitor in Hong Kong; some teacher candidates began to unpack issues of racial stereotypes and discussions regarding the legitimacy of a non-Western language educator. Many participants also shared about the limitations of not speaking their students’ mother tongue and the importance of overcoming linguistic boundaries.

Traveling to a new country compelled teacher candidates to seek, create, and participate in support systems during their time abroad. The online discussion forum—which elicited notable advantages and drawbacks—presented one avenue through which participants could connect with their peers and course instructor. While the participants had occasionally used technology to correspond with family members, many of them emphasized the necessity of establishing positive relationships within the group. This team dynamic helped alleviate participant-specific moments of stress and encouraged teacher candidates to cultivate a space of mutual reliance. As a result of this intensive practicum, the participants engaged in critical 89 reflection by honing their teaching methods to suit students’ needs, revisiting their teaching philosophies, and embracing opportunities for ongoing professional and personal transformation.

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS

Review of Findings

My fundamental goal in conducting this study was to explore the multifaceted relationship between participating in an international practicum and professional development; key topics that emerged as a result of this close investigation included personal development, reflection, and transformative learning. Specifically, I was interested in both the short-term and potentially long-term effects this experience would incite in teacher candidates. My personal experience as a teacher candidate in Cape Coast, Ghana, was a central motivator in examining this particular area of research. At the onset of the thesis, I described the state of international practica as one of the least well-developed and researched types of study abroad programs

(Kissock & Richardson, 2010). In effect, this Hong Kong practicum, which involved a group of eight Quebec teacher candidates, presented an optimal opportunity to examine the influence of an international practicum in beginning teacher development. By inquiring about and analyzing the depth of participants’ inward and outward journey, I was able to address critical components of my guiding research questions.

As described in the literature review, several teacher candidates have reported on the practicum as one of the most valuable components of their teacher education (Caires & Almeida,

2005; Roness & Smith, 2010; Sinclair, 2008). The participants of this study reinforced this notion by sharing examples of applying various educational philosophies to practice. Many of the teacher candidates faced the challenge of adapting to predominantly drill-based teaching methods. They also constantly navigated the terrain of meeting demanding curriculum expectations while adhering to preferred teaching styles. Through their experience abroad, the participants demonstrated the potential of international practica to provoke and intensify one’s 91 cultural awareness (Gouveia, 2012). This cultural perception and response to an unfamiliar environment shaped the individual teacher candidates’ perceived levels of self-efficacy. For some participants, teaching and adapting within a new culture essentially enhanced their self- belief and confidence as an educator (Tang & Choi, 2004). They felt positive about their ability to succeed in future international employment opportunities and gained crucial skills for addressing diverse student populations. By gaining significant insights in an international context, the returning participants may also search for and take advantage of opportunities to share their stories and teaching strategies amongst professional learning communities.

Various stakeholders played a role in impacting the participants’ professional and personal development abroad. Based on their reflections, the participants clearly supported

Johnson’s (2011) belief in the cooperating teacher as a primary influence during the field placement. By working under the supervision of a CT in Hong Kong, the teacher candidates effectively exercised (and at times, adjusted) their communication skills. The particular dynamics of the relationship between teacher candidates and their cooperating teacher varied due to multiple factors. Naturally, some participants revered their cooperating teacher’s teaching style and methods while others felt uncertain about mirroring the conventional techniques in

Hong Kong. Some participants also felt discouraged by their perceived failure in meeting the cooperating teacher’s standards and strived to negotiate cultural and linguistic barriers. In addition to the cooperating teacher, the course instructor was a critical influence for participants coping with an array of cultural, personal, and pedagogical demands. Although the time difference presented a notable challenge in connecting with teacher candidates, the course instructor expressed his desire to maintain contact and offer advice in difficult circumstances.

This committed involvement offers an example of how faculty members might actively support 92 and help deconstruct the participants’ pedagogical and personal transformation. Evidently, faculty investment during the practicum not only encourages personal development but promotes stimulating conversations with regard to teaching and learning (Aral et al., 2009; Beck &

Kosnik, 2002; Brickman, 2010; Cantalini-Williams & Tessaro, 2011).

A prevalent theme in the findings included the participants’ process of developing a reflective practice. As outlined in the literature review, reflection during the teaching practicum signifies an area of educational research not “widely explored” (Lee, 2010, p. 129). The research design of this study consisted of various avenues through which teacher candidates could document ongoing insights, observations, challenges, and uncertainties. The journals, in particular, were an accessible and useful tool for describing paramount events; while the frequency and number of entries fluctuated due to arduous teaching schedules, many participants took advantage of this impetus for reflection (Lee, 2010). Key understandings that emerged from the reflections included revisiting one’s teaching practices and philosophy, developing a stronger understanding of one’s limits and capabilities, navigating through the position of a ‘cultural outsider,’ learning to manage relationships with individuals from a different culture, and identifying the distinctions between traveling and teaching abroad. Some participants also expressed their belief in taking initiative to explore and become acquainted with the local people and customs as an international teacher. Moreover, a teacher candidate articulated the ways in which the Hong Kong practicum equipped her with transferable skills for teaching and traveling in new cultural contexts. This example greatly supports Birchard’s (2014) stance for increasing mobility and access to international internships for Canadian students.

In the literature review, I referenced Eraut’s (1999) emphasis on continuous learning as an essential component of professional development. This practicum presented an opportunity 93 for participants to consolidate their teaching philosophies and strategies while acknowledging the importance and necessity of lifelong learning. As Tim suggested, being “transparent” in one’s reflection promotes a habit of concentrated thinking whereby the individual deconstructs the implications of a specific practice, challenge, attitude, or event; a key example includes participants’ exposure to vastly different teaching and discipline methods. In responding to a component of the guiding research questions, teacher education programs in Canada might promote this level of reflection by integrating more diverse learning tools in seminar courses and offering faculty mentoring workshops. During their time in Hong Kong, the participants also coped with an unfamiliar curriculum and strived to carve out a space of legitimacy as a teacher candidate. As they taught under the supervision of their CT, the participants strived to earn respect as an educator without compromising their teaching persona. Ultimately, these experiences stimulated optimal moments of reflection and ongoing transformation.

Personal Interpretation of the Results

Using thematic analysis as the primary form of interpreting the data allowed me to uncover notable patterns that surfaced from the participants’ reflections. This particular study resonated with me as my personal experience teaching abroad allowed me to pose relevant questions and empathize with the teacher candidates. Prior to conducting this research, I anticipated some of the themes that would arise upon gathering and analyzing the data. To begin,

I expected that the participants would undergo a shift in curriculum design and implementation.

My brief encounter with the Ghana curriculum challenged me to integrate my teaching philosophy while ensuring that students continued to meet learning objectives. Like many of the participants in Hong Kong, I experimented with using more visual and tactile activities to promote active learning in the classroom. I was also pleased to learn that the cooperating 94 teachers in Hong Kong generally welcomed the teacher candidates’ diverse teaching styles despite their apparent confinement to a largely drill-based curriculum.

The online discussion forum offered an intriguing avenue to investigate the gradual growth of participants’ professional and personal development. As the researcher, I presumed this platform would play a vital role in shaping and helping to document the teacher candidates’ experiences since “social activity online underpins the formation of a successful learning community” (Hramiak, 2010, p. 58). I was surprised to learn that some participants viewed the discussion forum as a valuable tool while others approached it as simply a means for evaluation.

Ideally, the teacher candidates would have demonstrated full commitment to the forum by adopting it as a space for ongoing conversation. By recognizing the realities of participants’ everyday lives in Hong Kong, however, I began to reflect on the varied benefits and drawbacks of online distance support. In their reflections, many participants also voiced the recurrent challenge of balancing numerous practicum responsibilities with required coursework. This time constraint was intensified as a result of arguably more demanding schedules in the Hong Kong practicum versus local placements; most of the teacher candidates consistently worked after school hours and dedicated weekends to lesson preparation. A possible improvement to this platform might include reducing the task requirements (i.e. decreasing the number of mandatory posts) or setting more concrete guidelines (i.e. with less entries, students would need to post their reflections during their time abroad as opposed to completing the work beforehand). These minor modifications would not only support the use of technology as a worthwhile resource but also enrich the space for stimulating ongoing reflection.

An additional theme that connected with me involved assuming the position of ‘cultural outsider.’ As an individual of Chinese ethnicity, I undoubtedly contrasted with the dark 95 complexion and physiognomy of Ghanaian citizens. I distinctly recall the voices of Ghanaian students crying “China! China!” through the classroom windows as I walked down the school hallways. Although I did not take offense to this racial categorization, this “disorienting dilemma” (Mezirow, 1990, p. 14) encouraged me to reflect on the implications of embedded, ethnic stereotypes. Specifically, I contemplated the extent to which my ethnicity as a Chinese-

Canadian would impact my Ghanaian students’ perception of my teaching abilities. This encounter supports Ajayi’s (2011) notion that a teacher’s “perceptions of self-image, language biases, and understandings play a critical role in their teaching practices” (p. 271). In accordance with Quinn’s comment on undisputed praise given to Canadian teachers, I also observed the respect granted to our team due to our perceived status as knowledgeable and proficient educators. My increasing discomfort with this position sparked my interest in examining how one’s cultural and ethnic background impacts their international teaching experiences in both implicit and overt ways. In this study, many individuals expressed their concerns with regard to the Western image of NET teachers and underlying assumptions based on ethnicity. While this topic of “racial typicality judgments” (Stepanova & Strube, 2012, p. 873) extends beyond the scope of this thesis, it certainly represents a crucial area of study for future research.

Limitations and Recommendations for Future Research

One considerable limitation of this study involved the small sample size of participants.

As Maxwell (2013) described, qualitative studies tend to lack external generalizability as they

“provide an account of a setting or population that is illuminating as an extreme case or ideal type” (p. 137). That being said, my research design intentionally focused on a single case “to understand the particular in depth, not to find out what is generally true of many” (Merriam,

1998, p. 208). Nevertheless, since I examined the select experiences of eight teacher candidates 96 from a Canadian university, the findings merely provide a glimpse into this particular area of research. Insights regarding reflection and transformation may have also increased in validity if the practicum extended beyond eight weeks. Compared with existing research on overseas teaching, this short period of time was not sufficient to entirely understand the scope of transformation. To address the issue of generalizability, Merriam (1998) suggested that researchers might consider several case studies to examine the same phenomenon. For example, this study builds upon previous literature on international practica in different contexts (i.e. variations in length, number of participants, differences in program structure, and location of practicum). Future research might contribute to this growing body of research by underscoring international teaching partnerships with more participants from diverse faculties of education.

Studies comparing the international experiences of teacher candidates with TESL and non-TESL backgrounds would also shed light on the nuances of second language teaching.

While I was the primary investigator of this study, I was unable to directly observe the unfolding of participants’ experiences. Due to the inevitable geographical separation, I did not use field notes or observation to document personal remarks throughout the process.

Instead, I relied on questionnaires, journals, discussion forum posts, and interviews to grasp a more comprehensive understanding of the practicum. Amongst the seven interviews conducted, two occurred via Skype. The physical distance between myself, as the researcher, and the two participants in the Skype interviews compromised my ability to establish a “comfortably familiar setting . . . free from interruptions” (Smith et al., 2009, p. 63). In addition, Smith et al. (2009) noted the inherent partiality of research interviews in only providing “a snapshot of a person’s attempts to make sense of their experiences” (p. 66). As such, I was limited in my position as a distanced member of the team in terms of detailing experiences as they occurred. Incorporating 97 on-site researchers in international teaching practica would allow for simultaneous recording of insights leading to professional and personal transformation.

In Chapter Two, I discussed the importance of faculty support in ensuring positive field experience outcomes. This theme was further emphasized in participants’ vivid reflections and recommendations for future practicum cohorts. To begin, some teacher candidates observed a disconnect in communicating the standards and expectations required of the on-site supervisors and cooperating teachers. Some participants felt that more opportunities for evaluation and feedback as well as pre-departure interaction with their cooperating teacher would have greatly enhanced the experience. While establishing contact with the cooperating teacher might prove challenging due to time difference, scheduling conflicts, and personal obligations, it warrants significant consideration for fostering favourable rapport upon arrival. Previous studies have shown that teacher candidates learn and flourish deeply when professors, field supervisors, and associate teachers collaborate as a team (Beck & Kosnik, 2002; Brickman, 2010; Casey &

Howson, 1993). Moreover, some participants expressed their desire for more information on the particular destination prior to departure. Although the staff had arranged a meeting where previous Hong Kong participants shared advice and recollections, future improvements include organizing more focused sessions on the cultural values and practices of the practicum location.

Finally, efforts should be made in the planning phases of the international field experience to promote positive group cohesion. As Lave and Wenger (1991) described in their work concerning situated learning and social communities, learning as a whole person means

“becoming a full participant, a member, [and] a kind of person” (p. 53). Since participants expressed the essential role of peers in mitigating challenges associated with adjustment, faculties of education must recognize the ways in which different personalities impact the overall 98 team dynamic.

Despite the well-documented benefits of these practica, not all student teachers have the financial means for embarking on an international practicum. For some students, the “personal and financial costs [attached to] the professional preparation of teachers” (Sinclair, 2008, p. 80) may inhibit the prospect for travel. As a result, student teachers interested in the opportunity must not only dedicate their time but expenses in supporting their goals. Some universities do offer scholarships or donations that help subsidize part of the travel cost. In most cases, however, personal investment and group fundraising were the primary means through which teacher candidates are able to afford the trip (Kabilan, 2013; Maynes et al., 2012). The findings from this study not only verify the value of international practica but encourage teacher education programs to seek funding from existing university budgets and potential donors. By alleviating the financial burden of this experience, even in the smallest degree, more teacher candidates may demonstrate interest in partaking in the overseas teaching experience.

By 2031, approximately 25% of the total Canadian population could be foreign-born

(Statistics Canada, 2011). The findings demonstrate that the relationship between international practica and teacher development is a timely topic for meeting the needs of increasingly diverse

Canadian classrooms. In particular, as a result of increasing immigration, education stakeholders must continue to examine the enduring effects of cross-cultural experiences. While this study highlighted a specific experience in the Hong Kong context, the findings call for further inquiry into ongoing comparative and international education literature. Although various studies have discussed the positive impacts of participating in international practica, limited research exists that explores the long-term effects of international teaching and immersion. Maynes et al.’s

(2013) research on the longevity of impact of an international practicum experience four years 99 later provides an example of this nature of study. Their phenomenological investigation of how the Kenyan experience influenced the teachers’ professional and personal lives demonstrated the permanence of cross-cultural understandings and insights. As a follow-up study, I would be interested in interviewing the same participants of this study several months or even years after the experience to compare similarities and differences across longitudinal data. An alternative study might also be to investigate the long-term effects of international placements in influencing one’s pursuit of higher education or career choices. As demonstrated by the findings and relevant implications, participating in an international practicum enables one to explore and challenge personal assumptions by—quite literally—crossing borders. Future research on international field experiences would not only heighten the professional development of today’s increasing teaching workforce but cultivate renewed education systems that acknowledge, embody, and celebrate diversity in every form.

100

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Appendix A: Student Participant Profiles

Quebec Name Age Gender Birthplace Languages Spoken Resident

English, French, Kurtis 24 Male Ottawa, ON Yes Cantonese

French, English, Alison 25 Female Montréal, QC Yes Spanish

Russian, English, Yerevan, Meredith 23 Female Yes French, Armenian, Armenia Spanish

Trois-Rivières, Quinn 25 Male Yes French, English QC

French, English, Carrie 25 Female Montréal, QC Yes Italian, Danish

Noumea, French, English, Celeste 21 Female No New Caledonia Spanish, Japanese

French, English, Jacqueline 25 Female Montréal, QC Yes German, Spanish

Kiara 23 Female Toronto, ON No English, French

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Appendix B: Pre-experience Questionnaire

Instructions: Please respond to the questions as fully as possible. We suggest approximately 100 words per response. Please return as an email attachment to [email protected], [email protected] AND [email protected]

Thank you for your time and cooperation.

1. As a future teacher, what attracted you to the international field experience in Hong Kong?

2. What professional abilities and traits do you think you possess that will prepare you for this international field experience?

3. What specific or general personal traits or strengths do you feel you possess now that will enable you to have a positive international field experience? Please list and elaborate all that you are comfortable sharing.

4. What lasting benefit do you think you will bring to the schools and students in your international field placement as a student teacher from McGill?

5. Are there any specific or general issues that you are anxious about? If so, please list and/or elaborate upon all that you are comfortable sharing.

6. What do you expect from this international field experience in Hong Kong that might differ from a regular program placement?

7. Given where you are now in your B.Ed. program, how do you feel this international field experience will prepare you for the demands and responsibilities associated with your first few years of teaching in Quebec? (even if you are not planning to teach in Quebec)

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Appendix C: Post-experience Questionnaire

Thank you for your time and cooperation.

1. What surprised you the most during your international placement in Hong Kong?

2. What did you find the most delightful?

3. What did you find to be the most problematic?

4. What would you change or keep the same if you could do this again? In yourself? At the organizational end of McGill or Hong Kong?

5. What did you learn about yourself as a teacher during this international practicum?

6. How did this experience contribute to, confirm, or change your understandings of cultural diversity?

7. In what ways do you think your international field experience will contribute to your work as a teacher in Quebec or Canada once you begin your teaching career? (or if you are not planning on staying in Quebec/Canada, wherever you intend on pursuing your teaching career)

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Appendix D: Student Interview Guide

I. Interview Information

Principal Investigator: Natalie Chow Position: Master of Arts in Education and Society Student Supervisor Name: Dr. Caroline Riches & Dr. Fiona Benson Institution: McGill University Date Invited: ____/____/2014 Date Completed: ____/____/2014

II. Interviewee Information

Full Name: ______Interview Time Start: ______Interview Time Finish: ______Total Interview Time: ______Location of Interview: ______

III. Purpose and Context

1. Study Purpose The purpose of this study is to explore how international practica shape teacher candidates’ personal and professional development. This study seeks to understand how teaching in a new cultural context both shifts and challenges teacher candidates’ understanding and beliefs in pedagogy.

2. Appreciation Thank you for taking the time to meet with me. Our interview will provide me with a better understanding of how international practica shape teacher candidates’ personal and professional development. This interview will include key questions that aim to grasp your views and experiences before, during and after the Hong Kong practicum. You have returned the consent form stating that you are willing to participate in the study. The interview will involve a standard script in which I will ask you a question and you will provide a response. If you feel uncomfortable at any time, please tell me and you will have the right to stop. There are no prescribed answers so please answer as honestly as you can. The interview will take approximately 45-60 minutes. Do I have your permission to continue?

Circle: YES or NO

3. Confidentiality 116

Due to the specific nature of this research, all names will be kept confidential. I will ensure that all information is kept confidential. Please remember that you have signed a consent form agreeing to these conditions. Do I have your permission to continue?

Circle: YES or NO

4. Audio Taping and Transcription

In order to ensure that all valuable information is recorded and gathered in our interview, I am going to audio-record our interview. I will then transcribe our interview. Audio-recording was agreed upon in the consent form. Only my supervisor and myself will have access to the audio-recording and transcribed data. Do I have your permission to continue?

Circle: YES or NO

5. Questions, Comments or Concerns After addressing the above, do you have any questions, comments or concerns before we begin? ______

______

Do I have your permission to continue? Circle: YES or NO

IV. Research Questions

 In what ways do an 8-week teaching practicum abroad shape Quebec teacher candidates’ professional and personal development?  How might teacher education programs in Canada promote reflection and transformative learning in teacher candidates participating in international practica?

V. Interview Questions Before the Practicum 1. Can you describe your teaching experiences prior to participating in the Hong Kong practicum? Please indicate the subject(s) taught, age range and cultural demographic of the school or learning environment.

2. Have you travelled to an international destination in the past? If so, please describe the context and purpose of the trip(s).

3. What were your motivating factors for participating in an international practicum?

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During the Practicum 4. How would you describe the adjustment process in terms of teaching and living in a new culture? What did you learn about yourself?

5. What did you observe about classroom management, assessment and evaluation at the Hong Kong school? Did certain aspects surprise you?

6. What features of the school system are similar to/different from Quebec schools?

7. What did you learn from your fellow colleagues, Hong Kong teachers and students in terms of your own teaching?

8. How did the online forum from the EDSL 415 Fourth Professional Seminar course contribute to your teaching experience overseas? Prompts: What did you like about the forum? Could the discussions have been improved in any way? Potential limitations? After the Practicum 9. What are the benefits of participating in an international practicum?

10. What are the challenges or drawbacks of participating in an international practicum?

11. On a scale of 1-10 with 10 being the highest, how confident did you feel in terms of your teaching abilities as a student teacher in Hong Kong prior to departure? During? How confident do you feel now as an educator? Please provide justification for your answers.

12. What are your next steps as a certified teacher? How do you feel about an international employment opportunity?

13. In your opinion, should non-traditional field experiences be part of a B.Ed. program? Why or why not?

14. What advice or recommendations would you give to future teacher candidates considering an international practicum?

15. How might international practica be improved?

16. Do you have any questions or comments for me?

V. Thank You On behalf of myself, my supervisor, McGill University, and the research community, I would like to sincerely thank you for your participation in this study. Thank you for your time.

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Appendix E: Oral Solicitation Script Hello everyone,

My name is Natalie Chow and I am a Master of Arts in Education and Society student at McGill University and am conducting an investigative study. I am currently working alongside my supervisor, Dr. Caroline Riches. The purpose of the study is to investigate and understand how international practica shape teacher candidates’ personal and professional development. I am hoping that you will allow me to use the data from your international experience as the research site for my proposed study. As such, I require your permission and assistance to complete this study.

As an accepted participant of the international practicum and/or student of the EDSL 415 Fourth Professional Seminar course, you are being asked to participate in my research study.

The purpose of this study is to explore how international practica shape teacher candidates’ personal and professional development. This study seeks to understand how teaching in a new cultural context both shifts and challenges teacher candidates’ understanding and beliefs in pedagogy. My main research questions are: In what ways does a 9-week teaching practicum in Hong Kong shape native Quebec teacher candidates’ personal and professional identity development? To what extent does participating in an international teaching practicum impact student teachers’ confidence levels for teaching in culturally diverse contexts?

In this study, I will be gathering data from pre- and post- questionnaires, the class online forum, journal entries, and in-depth post-interviews. For pre- and post- questionnaires, the class online forum, and journal entries, I will require your permission for viewing, coding, and analysis. For post-interviews, I will meet with you individually for one session to discuss your experiences for approximately 45-60 minutes. The interview will be audio-recorded and transcribed. In order to ensure accurate analysis of the information you have provided through the interview, I will invite you to read the analyzed results to guarantee your insights and opinions are appropriately expressed.

If you consent to be a participant in this study, I will ask your permission to examine your pre- and post- questionnaires, online forum contributions, and journal entries. You will also be invited to participate in one post-interview upon return from the practicum.

*For students who are not participating in the Hong Kong placement, I will only require your permission to view your content on the class online forum. Please be ensured that no coding or analysis will be conducted on your work and that written consent is for viewing purposes only.

Finally, it is important for you to know that your participation, withdrawal, or refusal of participation will not affect your course grade.

If you are interested in participating in this study, please contact me at [email protected]. I will e-mail you the consent form and meet with you next class to retrieve the form.

Are there any questions?

Thank you for your time and I look forward to seeing you this term. 119

Appendix F: Student Informed Consent Form

Dear Participant,

I am a Master of Arts in Education and Society student under the Department of Integrated Studies in Education at McGill University and am conducting an investigative study. I am currently working alongside my supervisor, Dr. Caroline Riches and co-investigator, Dr. Fiona J. Benson. The premise of this study is to explore the ways in which international practica shape teacher candidates’ personal and professional development. I am hoping that you will agree to participate in this study to provide insight into relevant teacher education literature and further knowledge in comparative and international studies. As such, I would greatly appreciate your assistance in completing this study.

As an accepted participant of the international practicum and student of the EDSL 415 Fourth Professional Seminar course, you are being asked to participate in my research study. Please take the time to review this consent form and discuss any questions you may have. You may take your time to make the decision about participating in this study. After reading this document, please sign below if you agree to participate.

Purpose of Study The purpose of this study is to investigate and understand how international practica shape teacher candidates’ personal and professional development. This study seeks to understand how teaching in a new cultural context both shifts and challenges teacher candidates’ understanding and beliefs in pedagogy. It is expected that the results will provide insight into how cross-national experiences can enhance teaching and learning. There will be greater understanding of how international practica equip beginning teachers with effective skills for teaching in increasingly diverse classrooms.

Study Procedures In this study, I will be gathering data from pre- and post- questionnaires, the class online forum, journal entries, and in-depth post-experience interviews. For pre- and post- questionnaires, the class online forum, and journal entries, I will require your permission for viewing, coding, and analysis. For post-experience interviews, I will meet with you individually for one session to discuss your experiences for approximately 45-60 minutes. The interview will be audio-recorded and transcribed. In order to ensure accurate analysis of the information you have provided through the interview, I will invite you to read the analyzed results to guarantee your insights and opinions are appropriately expressed.

Risk and Discomforts There is the risk of interception of data transmitted via e-mail for the involved participants. You will have the right, at any time, to withdraw from the study. There are no consequences for withdrawing from the study. In addition, your participation, withdrawal, or refusal of participation will not have an effect on your course grade.

Confidentiality Information gathered in this research study may be published or presented in public forums. However, in order to protect your privacy, the data, including your name, will be kept confidential. All records will be kept in password-protected software and only my supervisor and I will have access to the secured data. No information revealing any personal information such as your name, address, or telephone number will leave McGill University. 120

Voluntary Participation/Withdrawal from the Study Your participation in this study is voluntary. You have the right to refuse or withdraw from the study at any time. Your participation, withdrawal, or refusal of participation will not be known to the course instructor or affect your academic grade for the course.

Questions and Concerns During any point in the study, you have the right to freely ask any question about your participation. If any questions occur after the study, please contact me and I will willingly answer any of your questions.

Additional Comments Please be advised that I am willing to share the final report with you at the earliest convenience. Data collected from this study may be used in future studies.

McGill University maintains the Research Ethics Board for studies using human subjects. Any questions or problems concerning any research project may, and should be, reported to the Research Ethics Board at 514-398-6193. You may also contact Lynda McNeil at [email protected].

Thank you for considering this request to participate in the study. All cooperation is greatly appreciated.

Sincerely,

Natalie Chow Dr. Caroline Riches Master of Arts in Education and Society Student Faculty Supervisor McGill University McGill University Montréal, QC, Canada, H3A 0G4 Montréal, QC, Canada, H3A 0G4 Phone: 416-938-6384 Phone: 514-398-5793 E-mail: [email protected] E-mail: [email protected]

STATEMENT OF CONSENT

I have read the above consent form and am aware of and understand all of the conditions. By signing this consent form, I voluntarily agree to participate in this study. I understand that my information will be confidentially protected. All data will be used for research purposes only.

Yes ___ No ___ I agree to the viewing, coding, and analysis of the class online forum. Yes ___ No ___ I give consent for the use of my collected data in future related studies.

Name (please print): ______

Signature: ______

Date: ______

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Appendix G: Instructor Interview Guide

I. Interview Information

Principal Investigator: Natalie Chow Position: Master of Arts in Education and Society Student Supervisor Name: Dr. Caroline Riches & Dr. Fiona J. Benson Institution: McGill University Date Invited: ____/____/2014 Date Completed: ____/____/2014

II. Interviewee Information

Full Name: ______Interview Time Start: ______Interview Time Finish: ______Total Interview Time: ______Location of Interview: ______

III. Purpose and Context

2. Appreciation Thank you for taking the time to meet with me. Our interview will provide me with a better understanding of how international practica shape teacher candidates’ personal and professional development. This interview will include key questions that aim to grasp your views on the Hong Kong practicum from an instructor standpoint. You have returned the consent form stating that you are willing to participate in the study. The interview will involve a standard script in which I will ask you a question and you will provide a response. If you feel uncomfortable at any time, please tell me and you will have the right to stop. There are no prescribed answers so please answer as honestly as you can. The interview will take approximately 45-60 minutes. Do I have your permission to continue?

Circle: YES or NO

3. Confidentiality 122

Due to the specific nature of this research, your name will be kept confidential. I will ensure that all information is kept confidential. Please remember that you have signed a consent form agreeing to these conditions. Do I have your permission to continue?

Circle: YES or NO

4. Audio Taping and Transcription

In order to ensure that all valuable information is recorded and gathered in our interview, I am going to audio-record our interview. I will then transcribe our interview. Audio-recording was agreed upon in the consent form. Only my supervisors and myself will have access to the audio-recording and transcribed data. Do I have your permission to continue?

Circle: YES or NO

5. Questions, Comments or Concerns After addressing the above, do you have any questions, comments or concerns before we begin? ______

______

Do I have your permission to continue? Circle: YES or NO

IV. Research Questions

V. Interview Questions

1. Please describe your educational background as well as your teaching experience.

2. What motivated you to pursue a career in teaching? In particular, second language education?

3. What are your roles, responsibilities, and goals as the instructor for EDSL 415 Fourth Professional Seminar? Have you taught this course before and if so, when?

4. Please describe your course design and teaching strategies for EDSL 415 Fourth Professional Seminar throughout your experience with this course. In what ways did the structure prepare the students for both the Quebec and Hong Kong placements?

123

5. What changed or remained the same in terms of course design throughout your time as the instructor for this course? What impacted your decision(s)?

6. What does “authentic reflection” mean to you? How do you promote authentic self-reflection in student teachers?

7. Can you tell me about the assessment and evaluation tools you used with your students (i.e. edu- portfolios, journals, online discussion forum, etc.)?

8. What did you see happening on the online discussion forum? How was this online community beneficial or deterrent to students’ professional development in Hong Kong?

9. What mode(s) of assessment did you find to be the most and/or least effective based on the intended learning goals and outcomes?

10. What tools upon reflection, might you wish to remove/add if you teach this course again?

11. What are your views on international teaching placements or study abroad programs? Have they been impacted by dint of your experiences teaching this course?

12. What similarities or differences (in terms of self-reflection and professional growth) have you noticed between student teachers who participated in the Hong Kong placement versus those who stayed in the local context?

13. In what ways were you called upon to support students during their time in Hong Kong?

14. How did distance play a role in providing instructional support for the students in Hong Kong?

15. What can programs (such as the McGill and Hong Kong partnership) do to support transformative learning and long-lasting change in students?

16. Do you have any questions or comments for me?

V. Thank You On behalf of myself, my supervisors, McGill University, and the research community, I would like to sincerely thank you for your participation in this study. Thank you for your time.

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Appendix H: Instructor Informed Consent Form Dear Participant,

I am a Master of Arts in Education and Society student under the Department of Integrated Studies in Education at McGill University and am conducting an investigative study. I am currently working alongside my supervisors Dr. Caroline Riches and Dr. Fiona J. Benson. The premise of this study is to explore the ways in which international practica shape teacher candidates’ personal and professional development. I am hoping that you will agree to participate in this study to provide insight into relevant teacher education literature and further knowledge in comparative and international studies. As such, I would greatly appreciate your assistance in completing this study.

As the instructor for the EDSL 415 Fourth Professional Seminar course, you were involved in this study’s initial data collection phase by providing access to consented participants’ coursework (i.e. online forum and journal entries). As an addendum to this study, I am interested in learning more about your insights as the instructor. Please take the time to review this consent form and discuss any questions you may have. You may take your time to make the decision about participating in this study. After reading this document, please sign below if you agree to participate.

Study Procedures In this study, I will be gathering data from students’ pre- and post- questionnaires, the class online forum, journal entries, and in-depth post-experience interviews. I will meet with you, the instructor, for one session to discuss your views for approximately 45-60 minutes. The interview will be audio-recorded, transcribed, and analyzed. In order to ensure accurate analysis of the information you have provided through the interview, I will invite you to read the analyzed results to guarantee your insights and opinions are appropriately expressed.

Confidentiality Information gathered in this research study may be published or presented in public forums. However, in order to protect your privacy, the data, including your name, will be kept confidential. All records will be kept in password-protected software and only my supervisors and I will have access to the secured data. No information revealing any personal information such as your name, address, or telephone number will leave McGill University.

125

Voluntary Participation/Withdrawal from the Study Your participation in this study is voluntary. You have the right to refuse or withdraw from the study at any time.

Questions and Concerns During any point in the study, you have the right to freely ask any questions about your participation. If any questions occur after the study, please contact me and I will willingly answer any of your questions.

Additional Comments Please be advised that I am willing to share the final report with you at the earliest convenience. Data collected from this study may be used in future studies.

Thank you for considering this request to participate in the study. All cooperation is greatly appreciated.

Sincerely,

Dr. Fiona J. Benson Faculty Supervisor McGill University Montréal, QC, Canada, H3A 0G4 Phone: 514-398-7046 E-mail: [email protected] STATEMENT OF CONSENT

Yes ___ No ___ I agree to the audio-recording, transcribing, and analysis of the interview. Yes ___ No ___ I give consent for the use of my collected data in future related studies.

Name (please print): ______

Signature: ______

Date: ______126

Appendix I: Data Collection Procedure

Participants Data Collection Method Timeline Teacher Course Candidates Instructor February 2014 Pre-experience Questionnaire  (2 weeks prior to departure for Hong Kong) May 2014 Post-experience Questionnaire  (2 weeks upon return from Hong Kong)

Online Discussion Forum  January – April 2014

Journal Entries  January – April 2014

May 2014 (Candidate Interviews) Post-experience Interviews   October 2014 (Instructor Interview)