Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School
Article first published online: 9 DEC 2010
© 2010 by the American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 43, Issue 4, pages 583–604, Winter 2010
How to Cite
Karaman, A. C. and Tochon, F. V. (2010), Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School. Foreign Language Annals, 43: 583–604. doi: 10.1111/j.1944-9720.2010.01103.x
- Issue published online: 9 DEC 2010
- Article first published online: 9 DEC 2010
- international student teaching;
- service learning;
- study abroad;
- teacher education
Abstract: This article explores international student teaching (IST) within the narratives of a prospective language teacher from the midwestern region of the United States. With a focus on one participant, the case study highlights significant factors that relate to the IST experience in Ecuador. A corpus generated from verbal protocols collected over a 1-year period in the United States and Ecuador was studied. With the application of descending hierarchical classification, a factor analysis of the correspondences, and the interpretation of participatory ethnographic observations, five lexicometric classes were identified. The findings reveal the centrality of peer groups in student teaching abroad. Important reflections underscore growth or changes in the areas of language, identity, and worldviews. The peer circle in the foreign community plays a significant role in shaping the access to different worldviews, criticizing local practices, and contrasting everyday living.