Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis

Date

2019-01-01

Author

Çiftçi, Emrullah Yasin
Karaman, Abdullah Cendel

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Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers' development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre- and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, and (3) intercultural. Based on this analysis, further research and practice directions regarding international language teacher education emerged. These emerging research agendas concentrated on the critical role of peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.

Subject Keywords

Student-teachers, Professional-development, Field experience, Abroad, Identity, English, Impact, Program

URI

https://hdl.handle.net/11511/54799

Journal

AUSTRALIAN JOURNAL OF TEACHER EDUCATION

Collections

Graduate School of Social Sciences, Article

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Citation Formats

E. Y. Çiftçi and A. C. Karaman, “Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis,” AUSTRALIAN JOURNAL OF TEACHER EDUCATION, pp. 93–119, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54799.