{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117522"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117522","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the affective and professional journey of teaching abroad","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-12-01","abstract_has_math":false,"creators":["Minniear, Jacob Neal"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["McCarthey, Sarah J","Thorstensson Davila, Liv","Prendergast , Catherine","Witt , Mary Allison"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12","date_published":"2022-12","updated_at":"2026-07-22T22:24:56Z","subjects":["study abroad","teach abroad","affect","case studies"],"languages":["en","eng"],"rights":["Copyright 2022 Jacob Minniear"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/117522","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCarthey, Sarah J","Thorstensson Davila, Liv","Prendergast , Catherine","Witt , Mary Allison"]},{"key":"dc:creator","label":"Author","values":["Minniear, Jacob Neal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-12","2022-08-09"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["study abroad","teach abroad","affect","case studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Jacob Minniear"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/117522"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-12-01","The student, Jacob Minniear, accepted the attached license on 2022-08-08 at 23:16.","The student, Jacob Minniear, submitted this Dissertation for approval on 2022-08-09 at 10:38.","This Dissertation was approved for publication on 2022-08-09 at 16:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18451 on 2023-04-12 at 11:34:13","This qualitative study of elementary pre-service teachers explores their professional and affective experiences in a teach abroad program. Data were collected with seven participants who were in their last semester of their teacher education program. For eight weeks, the participants taught in Lyon, France. Data sources included semi-structured interviews, researcher’s journal, seminar reflections, and focus groups. Consistent with previous literature, the analysis of the data determined that teach abroad programs yield positive results such as increased confidence, adaptability, and cultural understanding. The study aimed to explore how participants arrived at these positive results and how they engaged in their new environment. Through an ethnographic lens, the teach abroad program is documented. Four case studies explore how individuals from the same teacher education program navigated professional challenges in a new context. While there are benefits of teach abroad programs, the journey can be turbulent for preservice teachers as they adjust to a new professional context. Moreover, the participants experienced professional cultural shock, which was eased when professional training and seminars were provided. The role of previous professional teaching and schooling experiences impacted the way participants adapted to their teaching context. Implications for how teach abroad programs can support students in international placements include collaboration between host teachers and the preservice teachers, targeted professional development, and alignment with a pedagogical assessment framework."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the affective and professional journey of teaching abroad"]}]}],"canonical_facts":{"dc:contributor":["McCarthey, Sarah J","Thorstensson Davila, Liv","Prendergast , Catherine","Witt , Mary Allison"],"dc:creator":["Minniear, Jacob Neal"],"dc:date":["2022-12","2022-08-09"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-12-01","The student, Jacob Minniear, accepted the attached license on 2022-08-08 at 23:16.","The student, Jacob Minniear, submitted this Dissertation for approval on 2022-08-09 at 10:38.","This Dissertation was approved for publication on 2022-08-09 at 16:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18451 on 2023-04-12 at 11:34:13","This qualitative study of elementary pre-service teachers explores their professional and affective experiences in a teach abroad program. Data were collected with seven participants who were in their last semester of their teacher education program. For eight weeks, the participants taught in Lyon, France. Data sources included semi-structured interviews, researcher’s journal, seminar reflections, and focus groups. Consistent with previous literature, the analysis of the data determined that teach abroad programs yield positive results such as increased confidence, adaptability, and cultural understanding. The study aimed to explore how participants arrived at these positive results and how they engaged in their new environment. Through an ethnographic lens, the teach abroad program is documented. Four case studies explore how individuals from the same teacher education program navigated professional challenges in a new context. While there are benefits of teach abroad programs, the journey can be turbulent for preservice teachers as they adjust to a new professional context. Moreover, the participants experienced professional cultural shock, which was eased when professional training and seminars were provided. The role of previous professional teaching and schooling experiences impacted the way participants adapted to their teaching context. Implications for how teach abroad programs can support students in international placements include collaboration between host teachers and the preservice teachers, targeted professional development, and alignment with a pedagogical assessment framework."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/117522"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Jacob Minniear"],"dc:subject":["study abroad","teach abroad","affect","case studies"],"dc:title":["Exploring the affective and professional journey of teaching abroad"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}