International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers
By E. Malewski, Joann Phillion. 2009
104 citations recorded by the source corpus.
Subfields: Communication, Demography, Education
View Paper: https://www.semanticscholar.org/paper/8ab0ff2599152559ee0bd89fbeae0063fed78fc2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Communication
In Demography
In Education
Citations in the corpus
- The practicum in preservice teacher education: a review of empirical studies (2013, unknown): “…Gurvitch & Metzler 2009; Nokes, Bullough, Egan, Birrell, & Merrell, 2008; Ping & Chunxia, 2006; Santoro & Allard, 2005), and become acquainted with and accommodate the cultural environment (Knutson, Dunlap, & Gonzalez, 2007; Knoblauch & Hoy, 2008; Malewski & Phillion 2009; Pence & Gillivray 2008).”
- A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “Malewski and Phillion (2009) warned that this kind of experience “does not invariably lead to shared cultural understandings or interpretations” (p. 58).”
- Developing intercultural competence through overseas student teaching: checking our assumptions (2015, background): “…and Outlaw 2012; Cushner 2009; Cushner and Mahon 2002; Devillar and Jiang 2009; Landerholm and Chacko 2013; Lee 2011; Mahan and Stachowski 2001; Malewski and Phillion 2009; Martin 2012; Marx and Moss 2011; Pense and Macgillivray 2006; Phillion et al. 2009; Quezada and Alfaro 2007; Rodriguez…”
- How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study (2012, background): “…of preservice teachers changes after an international field experience (Ingraham & Peterson, 2004; Merryfield, 2000), and ways in which study abroad programs can prepare preservice teachers for culturally responsive teaching (Barkhuizen & Feryok, 2006; Malewski & Phillion, 2009b; Willard-Holt).”