Abstract:

Research Objectives:
This study was designed to demonstrate how a study abroad program in northwest China promoted American teacher education students' experiential learning, teacher identity, and professionalism during May 12-25, 2019. The study introduced students to special, general, and higher education in Chinese education, as well as Chinese culture through lectures and field observations/visits in K-12 schools and universities. The major research question was: How did a study abroad program in northwest China promoted American teacher education students' experiential learning, teacher identity, and professionalism in special and general education at elementary and secondary schools in China?

Methodology:
Participants were drawn from a mid-size midwest public university in the U.S. in fall 2018 and spring 2019. Initially, 13 students aging from 21 to 36 years old applied for the program, but only 7 students in education were selected to participate based on their financial capabilities and the predetermined screening criteria. The first author, a native Chinese speaker, was the faculty lead of the group. In addition, a staff member also co-led the program. The second faculty is a Caucasian female, the assistant Dean. Of the 7 students, there were 1 male (African American) and 6 females (Caucasians). Their majors were as follows: 2 juniors and seniors in special education, 4 in early childhood education, and 1 in secondary education. None of the 7 students had visited China previously. The gender representation in this program was consistent with findings from other recent national studies. That is, a majority of the participants were Caucasian females.

This project used the exploratory mixed methods design to collect data due to the nature of the study. Specifically, first, qualitative data were collected first from participants’ field notes and journals and was more heavily weighted than quantitative data in the analysis. Second, the quantitative was collected online via Blackboard twice: as a pretest before flight departure in the beginning of May and as a posttest after the return to the U. S. at the end of May 2019.
The study involved field visits in Lanzhou and Beijing, China in May 2019. During these visits, participants experienced Chinese culture and toured one university and eight elementary and secondary schools. In Lanzhou and Beijing, China, the faculty/staff leaders offered daily or organizational morning debriefings and reflections from the previous day activities. The group spent 10 days in Lanzhou, China. In Beijing, the group spent two days on related city tour and cultural visits.

Discussion of Expected Outcomes:
Students’ performances were assessed based on:
(a) participation, journals, reflection papers, portfolios and
(b) the diversity standard of the Illinois Professional Teaching Standards.

The quantitative data were collected using an online survey based on one of the Illinois Professional Teaching Standards to evaluate the effectiveness of the program. Overall, several major themes emerged from the results of qualitative data and they were also supported by the quantitative data. Results indicated that all participants liked the program and indicated that the study abroad program in northwest China promoted their experiential learning, teacher identity, and professionalism in teacher education.
However, due to the Covid, the program was suspended. It is expected that the program will resume soon

Keywords:

Study abroad, experiential learning, teacher identity, professionalism, teacher education.