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Exploring the Impacts of a Short-Term International Teaching Practicum in Hong Kong Up, up, and away: Exploring the impacts of a short-term international teaching practicum in Hong Kong by 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 © Natalie Chow, 2015 ii 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. iii 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. iv 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. vi Dedication To the staff and students of the University of Cape Coast Primary School Akwaaba/Akɔaba, meaning “welcome” in the Akan language of Ghana. vii 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 .…………...……………
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