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ERIC Number: EJ1097643
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0737-5328
"I Didn't Know of a Better Way to Prepare to Teach": A Case Study of Paired Student Teaching Abroad
Cross, Stephanie Behm; Dunn, Alyssa Hadley
Teacher Education Quarterly, v43 n1 p71-90 Win 2016
It has been a year since Sarah and Brian traveled to Malmo, Sweden, as part of a fellowship through their U.S. teacher preparation program. Their experience was unique and life changing, not only because it occurred in another country but because they completed their student teaching in a paired format. They planned and implemented all of their lessons together, worked with the same mentor teacher, and jointly posed and solved problems in the classroom. Their experience of paired student teaching abroad is the subject of this study. Research has shown the positive benefits of completing student teaching abroad (Bradfield-Kreider, 1999; Casale-Briannola, 2005; Cushner & Mahon, 2002; Germain, 1998; Mahon & Stachowski, 1990; Marx & Moss, 2011; Zeichner & Melnick, 1996), including increased cultural sensitivity and competence (Fung King Lee, 2011; Mahon & Cushner, 2002; Phillion & Malewski, 2011), confidence (Cruickshank & Westbrook, 2013; Vall & Tennison, 1992), and global awareness (Fung King Lee, 2011; Romano, 2008). Separate literature has illustrated the potential advantages of paired student teaching, whereby two student teachers work with one cooperating teacher in the same classroom and complete the same required assignments for their entire practicum experience (e.g., Baker & Milner, 2006; Bullough et al., 2003; Dang, 2013; Dee, 2013; Smith, 2004). However, no empirical research to date combines these two interventions to improve traditional student teaching. Our research on paired student teaching abroad fills the gap in the literature, and our findings demonstrate the possibility of using such a model to improve student teachers' experiences and development. Using data from interviews, videos, lesson plans, written reflections, collaborative journals, and formative and summative assessments from Sarah and Brian's placement in Malmo, we explored one central research question: How does paired student teaching abroad influence preservice teachers' experiences while learning to teach?
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A