Intrepid Teacher Abroad
Advancing Teacher Knowledge and Professional Achievement through A Short Term, International, Early Field Experience Teaching Place-Based Art in Japan
DOI:
https://doi.org/10.31686/ijier.vol7.iss4.1398Keywords:
Teacher Knowledge, Art in JapanAbstract
This study describes development of teacher knowledge through a short term, early field experience, for preservice teachers who taught place-based art lessons in a community-center in Japan. Eight U.S. undergraduate, pre-credential students participated in this study. The author of this paper, a participant observer, collected and examined pre- and post-questionnaire responses, participant observation field notes, photographs, and one three-years-after reflection, through constant comparison, thematic analysis, and explanatory case study. This study found no negative outcomes for preservice teachers. Findings from this study concur with a growing body of literature that explores how a short term, international, early field experience can foster the development of teacher knowledge, including pedagogy, subject matter, students and environmental context, and further suggest that short term, international, early field experiences teaching place-based art can foster professional achievement.
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References
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Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International journal of education & the arts, 16(13), 1-26.
Budge, K. (2006). Rural leaders, rural places: Problem, privilege, and possibility. Journal of research in rural education, 21(13), 1-10.
Campbell, C. J. L. & Walta, C. (2015). Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion. Australian journal of teacher education, 40(10), 1-15.
Case, A. F. & Traynor, J. (2016). Early field experience innovations to increase positive impact on K-12 students. AILACTE Journal, 8, 1-21.
Coffey, H. (2010). They taught me: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335–342.
Congdon, K. G. (2004). Community and art in action. Worcester, MA: Davis Publications, Inc.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications, Inc.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Egeland, P. C. (2016). How does international student teaching shape the participants’ professional and personal perspectives and decisions? The international education journal: Comparative perspectives, 15(2), 23-37.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice-Hall, Inc.
Eisner, E. W. (2002). The arts and the creation of mind, In Chapter 4, What the arts teach and how it shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
Emmanuel, D. T. (2005). The effects of a music education immersion internship in a culturally diverse setting on the beliefs and attitudes of pre-service music teachers. International journal of music education, 23(1), 49-62.
Fletcher, S. S. & Luft, J. A. (2011). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. In J. A. Bianchini and S. Southerland (Eds). Science teacher education (pp. 1124-1144). Wiley Periodicals, Inc.
Freeman, G. G. (2009-2010). Strategies for Successful early field experiences in a teacher education program. SRATE Journal, 19(1), 15-21.
Fitts, S. and Gross, L.A. (2012). Teacher candidates learning from English learners: Constructing concepts of language and culture in Tuesday’s tutors after-school program. Teacher education quarterly, 39(4), 75-95.
Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 161–178). Westport, CT: Ablex.
Goodman, J. (1988). University culture and the problem of reforming field experiences in teacher education. Journal of Teacher Education, 39(5), 45-53.
Gruenewald, D. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.
Grossman, P., Hammerness, K. and McDonald, M. (2009). Redefining teaching, reimagining teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp.390-441). San Francisco, CA: Jossey-Bass.
Handa, V. C. & Tippins, D. J. (2013). Tensions in the third space: Locating relevancy in preservice science teacher preparation. International journal of science and mathematics education, 13, 237-265.
Heafner, T., & Plaisance, M. (2012). Shared viewing as an approach to transforming early field experiences. Contemporary Issues in Technology and Teacher Education, 12(4), 423-437.
Henry, C. and Costantino, T. (2015). The role of cross-cultural experience in art teacher preparation. International journal of education and the arts, 16(3), 1-20.
Ingersoll, C., Jenkins, J.M. and Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of teaching in physical education, 33(3), 363-382.
King, J. T. (2004). Service-Learning as a site for critical pedagogy: A case of collaboration, caring, and defamiliarization across borders. Journal of experiential education, 26(3), 121-137.
Knutson Miller, K. & Gonzalez, A. M. (2010). Domestic and international service learning experiences: A comparative study of pre-service teacher outcomes. Issues in educational research, 20(1), 29-38.
Mahon, J. (2007). A field of dreams? Overseas student teaching as a catalyst towards internationalizing teacher education. Teacher education quarterly, 34(1), 133-149.
McCadden, B. & Rose, M. (2008). A system-wide approach to culturally responsive teacher preparation: The value of intensive early program field experiences. AILCATE Journal, 5, 13-28.
McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J. & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers college record, 13(8), 1668-1700.
Meyers, E. (1996). Early field experience: A question of effectiveness. The Teacher Educator, 31(3), 226-237.
Paatela-Nieman, M., Itkonen, T., Talib, M.-T. (2016). Reconstructing Finnishness: The case of art education through the concept of place. The International journal of art and design education, 35(2), 229-242.
Pence, H. M. & Macgillivray, I. K. (2008) The impact of an international field experience on preservice teachers. Teaching and teacher education, 24(1), 14-25.
Parr, G. & Chan, J. (2015). Identity work in a dialogic international teaching practicum. Teaching education, 26(1), 38-54.
Patton, M. Q. (1990) Qualitative evaluation and research methods. 2nd ed., Newbury Park, CA: Sage Publications, Inc.
Powell, K. (2008). ReMapping the city: Palimpsest, place, and identity in art education research, Studies in art education, 50(1), 6-21.
Powell, K. (2010). Viewing places: Students as visual ethnographers, Art education, 63(6), 44-53.
Power, A. (2013). Developing the music pre-service teacher through international service learning. Australian journal of music education, 2, 64-70.
Power, A. and Bennett, D. (2015). Moments of becoming: Experiences of embodied connection to place in arts-based service learning in Australia. Asia-Pacific journal of teacher education, 43(2), 156-168.
Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and teacher education, 24(1), 14-25.
Rex, L. and Woywod, C. (2014). Envisioning home, self, and community through vernacular art environments. Art education, 67(6), 40-46.
Richards, J. C., Gipe, J. P. & Moore, R. C. (1994). Lessons in the field: Context and the professional development of university participants in an urban school placement, Mid-South Educational Research Association, November 1994, Nashville, TN, Washington, D. C.: U. S. Department of Education.
Rolling, J. H. Jr. (2012). Sacred structures: Narrating lifewords and implications for arts education practice. Studies in art education, 53(2), 112-124.
Savin-Baden, M and Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. New York: Routledge.
Smalley, S. W. and Retallick, M. S. (2012). Agrucultural education early field experience through the lens of the EFE model. Journal of agricultural education, 53(2), 99-109.
Smith, G.A. and Sobel, D. (2010). Place- and community-based education in schools. New York: Routledge.
Snyder, C. (2012). A case study of a case study: Analysis of a robust qualitative research methodology. The qualitative report, 13(26), 1-21.
Snyder, G. (1990). The practice of the wild. Berkeley, CA: Counterpoint Press.
Spradley, J. P. (1980) Participant observation. Fort Worth, TX: Holt, Rinehart & Winston.
Talbot, P. A. (2011). Aha Malawi! Envisioning field experiences that nurture cultural competencies for preservice teachers. International journal of multicultural education, 13(1), 1-16.
Washburn-Moses, L., Kopp, T. and Hettersimer, J. E. (2012). Prospective teachers’ perceptions of the value of an early field experience in a laboratory setting. Issues in teacher education, 21(2), 7-22.
Welsh, K. A. and Schaffer, C. (2017). Developing the effective teaching skills of teacher candidates during early field experiences. Educational forum, 81(3), 301-321.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and teacher education, 17(4), 505-517.
Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International journal of education & the arts, 16(13), 1-26.
Budge, K. (2006). Rural leaders, rural places: Problem, privilege, and possibility. Journal of research in rural education, 21(13), 1-10.
Campbell, C. J. L. & Walta, C. (2015). Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion. Australian journal of teacher education, 40(10), 1-15.
Case, A. F. & Traynor, J. (2016). Early field experience innovations to increase positive impact on K-12 students. AILACTE Journal, 8, 1-21.
Coffey, H. (2010). They taught me: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335–342.
Congdon, K. G. (2004). Community and art in action. Worcester, MA: Davis Publications, Inc.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications, Inc.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Egeland, P. C. (2016). How does international student teaching shape the participants’ professional and personal perspectives and decisions? The international education journal: Comparative perspectives, 15(2), 23-37.
Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice-Hall, Inc.
Eisner, E. W. (2002). The arts and the creation of mind, In Chapter 4, What the arts teach and how it shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
Emmanuel, D. T. (2005). The effects of a music education immersion internship in a culturally diverse setting on the beliefs and attitudes of pre-service music teachers. International journal of music education, 23(1), 49-62.
Fletcher, S. S. & Luft, J. A. (2011). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. In J. A. Bianchini and S. Southerland (Eds). Science teacher education (pp. 1124-1144). Wiley Periodicals, Inc.
Freeman, G. G. (2009-2010). Strategies for Successful early field experiences in a teacher education program. SRATE Journal, 19(1), 15-21.
Fitts, S. and Gross, L.A. (2012). Teacher candidates learning from English learners: Constructing concepts of language and culture in Tuesday’s tutors after-school program. Teacher education quarterly, 39(4), 75-95.
Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 161–178). Westport, CT: Ablex.
Goodman, J. (1988). University culture and the problem of reforming field experiences in teacher education. Journal of Teacher Education, 39(5), 45-53.
Gruenewald, D. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.
Grossman, P., Hammerness, K. and McDonald, M. (2009). Redefining teaching, reimagining teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp.390-441). San Francisco, CA: Jossey-Bass.
Handa, V. C. & Tippins, D. J. (2013). Tensions in the third space: Locating relevancy in preservice science teacher preparation. International journal of science and mathematics education, 13, 237-265.
Heafner, T., & Plaisance, M. (2012). Shared viewing as an approach to transforming early field experiences. Contemporary Issues in Technology and Teacher Education, 12(4), 423-437.
Henry, C. and Costantino, T. (2015). The role of cross-cultural experience in art teacher preparation. International journal of education and the arts, 16(3), 1-20.
Ingersoll, C., Jenkins, J.M. and Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of teaching in physical education, 33(3), 363-382.
King, J. T. (2004). Service-Learning as a site for critical pedagogy: A case of collaboration, caring, and defamiliarization across borders. Journal of experiential education, 26(3), 121-137.
Knutson Miller, K. & Gonzalez, A. M. (2010). Domestic and international service learning experiences: A comparative study of pre-service teacher outcomes. Issues in educational research, 20(1), 29-38.
Mahon, J. (2007). A field of dreams? Overseas student teaching as a catalyst towards internationalizing teacher education. Teacher education quarterly, 34(1), 133-149.
McCadden, B. & Rose, M. (2008). A system-wide approach to culturally responsive teacher preparation: The value of intensive early program field experiences. AILCATE Journal, 5, 13-28.
McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J. & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers college record, 13(8), 1668-1700.
Meyers, E. (1996). Early field experience: A question of effectiveness. The Teacher Educator, 31(3), 226-237.
Paatela-Nieman, M., Itkonen, T., Talib, M.-T. (2016). Reconstructing Finnishness: The case of art education through the concept of place. The International journal of art and design education, 35(2), 229-242.
Pence, H. M. & Macgillivray, I. K. (2008) The impact of an international field experience on preservice teachers. Teaching and teacher education, 24(1), 14-25.
Parr, G. & Chan, J. (2015). Identity work in a dialogic international teaching practicum. Teaching education, 26(1), 38-54.
Patton, M. Q. (1990) Qualitative evaluation and research methods. 2nd ed., Newbury Park, CA: Sage Publications, Inc.
Powell, K. (2008). ReMapping the city: Palimpsest, place, and identity in art education research, Studies in art education, 50(1), 6-21.
Powell, K. (2010). Viewing places: Students as visual ethnographers, Art education, 63(6), 44-53.
Power, A. (2013). Developing the music pre-service teacher through international service learning. Australian journal of music education, 2, 64-70.
Power, A. and Bennett, D. (2015). Moments of becoming: Experiences of embodied connection to place in arts-based service learning in Australia. Asia-Pacific journal of teacher education, 43(2), 156-168.
Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and teacher education, 24(1), 14-25.
Rex, L. and Woywod, C. (2014). Envisioning home, self, and community through vernacular art environments. Art education, 67(6), 40-46.
Richards, J. C., Gipe, J. P. & Moore, R. C. (1994). Lessons in the field: Context and the professional development of university participants in an urban school placement, Mid-South Educational Research Association, November 1994, Nashville, TN, Washington, D. C.: U. S. Department of Education.
Rolling, J. H. Jr. (2012). Sacred structures: Narrating lifewords and implications for arts education practice. Studies in art education, 53(2), 112-124.
Savin-Baden, M and Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. New York: Routledge.
Smalley, S. W. and Retallick, M. S. (2012). Agrucultural education early field experience through the lens of the EFE model. Journal of agricultural education, 53(2), 99-109.
Smith, G.A. and Sobel, D. (2010). Place- and community-based education in schools. New York: Routledge.
Snyder, C. (2012). A case study of a case study: Analysis of a robust qualitative research methodology. The qualitative report, 13(26), 1-21.
Snyder, G. (1990). The practice of the wild. Berkeley, CA: Counterpoint Press.
Spradley, J. P. (1980) Participant observation. Fort Worth, TX: Holt, Rinehart & Winston.
Talbot, P. A. (2011). Aha Malawi! Envisioning field experiences that nurture cultural competencies for preservice teachers. International journal of multicultural education, 13(1), 1-16.
Washburn-Moses, L., Kopp, T. and Hettersimer, J. E. (2012). Prospective teachers’ perceptions of the value of an early field experience in a laboratory setting. Issues in teacher education, 21(2), 7-22.
Welsh, K. A. and Schaffer, C. (2017). Developing the effective teaching skills of teacher candidates during early field experiences. Educational forum, 81(3), 301-321.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and teacher education, 17(4), 505-517.
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Cotner, T. (2019). Intrepid Teacher Abroad: Advancing Teacher Knowledge and Professional Achievement through A Short Term, International, Early Field Experience Teaching Place-Based Art in Japan. International Journal for Innovation Education and Research, 7(4), 172-195. https://doi.org/10.31686/ijier.vol7.iss4.1398
