For the past ten years Indiana University, Bloomington campus, has sent both elementary and secondary student teachers overseas to enhance their preparation as professionals and to broaden their international perspective. The present study examines changes in the attitudes of thirty student teachers sent to England in 1984 - 85. Measurements included changes in attitude toward their preparation as educators and their compatibility with the system in which they were placed. These changes were analyzed by using a split-plot factorial design which includes measurements taken five times over a period of eight weeks. Overall results indicate that the student teachers attitudes changed positively across the eight week period, supporting the value of the overseas experience in teacher preparation.

Overseas teaching experiences for pre-service and inservice teachers have been identified by school districts and teacher preparation institutions as an important way of broadening an individual’s international perspective, of enhancing his or her pluralistic or multicultural outlook, and of promoting his or her professional development. Recent studies have shown that participation in overseas teaching experiences can provide these positive consequences. For example, Palmer, Cartford, deVargas, Trueman, and Reyes (l980) share their personal perspectives as U.S. educated teachers in Colombian schools. Palmer and his colleagues conclude that:

Similarly, Mahan and Stachowski (1985) discuss several important consequences of eight-week student teaching assignments in the school systems of Great Britain, the Republic of Ireland, Australia, and New Zealand. Among the outcomes reported from their Overseas Project participants are the acquisition of new teaching skills and techniques, the unfolding of an understanding and appreciation of different cultures, increased confidence as effective educators, and the general enhancement of personal and professional growth and development.

In addition to the personal and professional benefits derived from international placement, the extra period of teaching experience may serve as a vehicle for the shaping of teacher attitudes and perspective over time. Numerous investigators have shown that attitude change is an inherent part of the student teaching process as it relates, for example, to the teacher’s role, curriculum, pupils, discipline, and self-perceptions (Adams, 1982; Hogben & Lawson, 1984; Tabachneck & Zeichner, 1984; Ricord, 1986). The change occurs as student teachers move from the realm of university idealism to the reality of elementary and secondary classrooms. Similar in focus to the present paper is the study by Barnes and Hunter (1985) in which the attitudes and behaviors of American student teachers in English primary schools shifted in the course of their ten week experience as a result of conflicting educational ideologies.

The purpose of the present study is to determine whether attitude change occurred in U.S. student teachers across an eight-week: teaching experience in the primary and secondary schools of England. It is hypothesized that, as the student teachers overseas experience progresses, their attitudes will change in a positive direction toward their professional and cultural/social preparation, their current teaching effectiveness, the teacher-pupil relationships they form, and degree to which they feel personally accepted. It is further hypothesized that the attitudes and perceptions of elementary student teachers will differ from those of secondary student teachers. Finally, it is hypothesized that an interaction exists between level of certification (elementary/secondary) and the time factor. The presence of significant results could serve as additional support for the inclusion of overseas teaching experience preparation programs.

The subjects were ~1:) education majors who, during the 1984-85 academic year, were participants of the Overseas Student Teaching Project, an optional program offered by Indiana University on the Bloomington campus for the past ten years. Half were seeking certification at the elementary level 7 and half at the secondary level. Participants spent the first nine weeks of their student teaching semester in Indiana public school classrooms to fulfill state certification requirements, followed by at least eight weeks in the primary and secondary schools of England.

Extensive preparatory requirements were completed by each participant during the academic year prior to student teaching. These requirements, outlined in Table 1 of the Appendix, not only served as educational experiences, but also represented a rather effective self-screening and staff evaluation process in that those applicants who only wanted to play "tourist" were discouraged by the preparation work. Successful completion of the preparatory components was mandatory in order to participate in the overseas portion of the student teaching project. Thus, the subjects represented a fairly homogenous group in terms of academic preparation and supervised in-state teaching experience. (For a thorough description of the Overseas Project, see Mahan and Stachowski, l985).

A nine-item Likert scale was used to measure subjects affect across the eight-week: student teaching period abroad. The purpose of the Rating Scale was to assist Overseas Project staff in monitoring students’ perceptions and attitudes toward preparation for overseas assignments, compatibility with their host school placement, professional growth, and personal satisfaction. Through the ten years in which the Rating Scale has been used, it has proven to be a valid indication of student teachers feelings toward these dimensions, as supported by the masses of qualitative data that have been gathered. (See Table 2 of the Appendix for a sample of the Rating Scale.)

In each of the second through sixth teaching weeks overseas, the student teachers completed and mailed the Rating Scale, along with several qualitative reports, to Overseas Project staff. Waiting to complete the first set of reports until the second week allowed the student teachers f sufficient time to become acquainted with the procedures of�the host school, their supervising teachers, and the pupils in their classrooms. In addition, it allowed the students time to observe and to gradually assume teaching responsibilities before submitting their first reports.

For each student, a total of five measures were obtained on the Rating Scale. These measures were analyzed by a split-plot factorial design (SFF-2.5), with two levels of the certification factor (elementary and secondary) and five levels of the Time Factor (repeated measures). Each item on the Rating Scale was analyzed separately, with the overall alpha level set at .o5.

Campus Preparation. In the area of campus preparation for overseas assignment, change across time was significant for both item number one which dealt with academic and professional preparation and item two which dealt with social and cultural preparation. Item number one: F(4,112)=5.62 p < .0004 Item number two: F(4,112)=2.73 p < .0328.

These findings suggest that as the student teachers become increasingly involved in the operation of their host schools, they are able to utilize more of their professional skills. In addition, as they become more immersed in the culture of the host community, the student teachers are able to apply insights gained during the preparatory phase of the Overseas Project. Thus, their attitudes toward their preparation becomes more positive.

The lack of significance for level of certification is encouraging because it implies that both elementary and secondary student teachers are viewing their professional and cultural/social preparation in a positive light, making the Overseas Project suitable for students at either level of certification.

Compatibility with Placement. Results of the items measuring the student teacher s compatibility with his or her placement were mixed. Item four, reflecting the match of educational philosophy between the student teacher and his or her host school, was significant for change across time [F(4,112)=4.64 p < .0017] The student teachers may initially disagree with some of the policies and practices of the host schools, such as streaming by ability or the occasional use of repressive disciplinary techniques. However, with continued exposure to the English education system and insight into its internal operations, the student teachers find that they share many of the same educational values; thus, the philosophy match becomes less discordant over time.

Item six, which measured the relationship of the student teacher to the overseas pupils, was significant for both change across time [F(4,112)=3.55 p < .009l] and for level of certification [F(1,28)=4.37 p <.0459]. On the average, elementary student teachers expressed a better feeling than did the secondary student teachers, with mean ratings of 6.49 and 5.99 respectively. Viewing their relations with the overseas pupils more positively over time would be expected, as the student teachers and pupils become better acquainted, clarify expectations, and develop harmonious, mutually respectful relationships.

An explanation for the significant main effect by level of certification may be in the organization of the English primary and secondary schools. The "open" structure of the progressive English primary school, characterized by a discovery approach to learning, facilitates a greater degree of teacher-pupil interaction as the teachers and pupils engage together in an active learning process. Secondary schools, on the other hand, tend to be formalized in structure. Teachers assume the more traditional role of lecturer and examiner. Pupils assume the role of passive recipients of information in preparation for their external exams. Therefore, secondary student teachers may have less of an opportunity for close interactions with the pupils than their elementary counterparts. In spite of the significant difference for level of certification, it should be noted that the mean ratings for both elementary and secondary are relatively high.

Item seven which evaluated the amount of help the student teacher received from the overseas supervising teacher was not significant. It is often the case that the overseas teachers do not critically evaluate the student teachers classroom behaviors and progress. This may be due to the fact that educators in the host schools tend to perceive the student teachers ac completed their state-side certification requirements; therefore, they may be hesitant to offer feedback and suggestions unless specifically requested to do so.

Item eight, which asked the student teacher to rate his or her feeling of personal acceptance, changed significantly across time CF(4,11~)=3.~4 p C .0202~. It is an inherent human need to be accepted and liked by others, and for the student teachers, living in another country and usually having no regular contact with other Americans, the feeling of acceptance is extremely important. This feeling increases over time as friendships are formed, as the students become more involved in their schools and communities, and as the host citizens discover that the student teachers generally do not fit the stereotype of the "typical American."

Professional Growth. Two items measured professional growth. Item three which asked about teaching effectiveness, both time [F(4,112)=10.25 p < .0001] and level of certification [F(1,28)=6.70 p < .01151]. Elementary student teachers rated their effectiveness more positively than did secondary student teachers, with mean ratings of 5.99 and 5.29 respectively. Over time, the student teachers become more confident in their overseas classrooms. As their teaching responsibilities increase, they have a greater opportunity to integrate the methods, materials, and ideas acquired in Indiana with those utilized in their host schools. Prolonged exposure to the system of the host school naturally leads to an expansion of their skill repertoire, thus enhancing their overall teaching performance. It is understandable, then, that the student teachers would rate their teaching effectiveness increasingly higher with the passage of time. The fact that elementary student teachers self-rate more positively than do secondary student teachers may again be explained by the structure of the English primary and secondary schools.

Student teachers at the secondary level are not allowed to teach pupils who are preparing for an external exam. Since these examinations can qualify the student for employment and/or admission to college, they are extremely important. A second factor may be the student teacher s lack of familiarity with some subject areas, such as British history. Therefore, secondary student teachers probably \ encounter more situations in which they may feel less effective than elementary student teachers do.

Item nine, which asked the student teacher to rate his or her own competence as an Educator, was significant for change across time ~F(4,11~ .78 p .~ ]. Here, too, the additional weeks of teaching experience lead to increases in the student teachers perceived competence. They seem to be discovering that their teaching success comes from within, not from a familiar education system. Such discovery comes only by totally immersing themselves into another culture and education system.

Personal Satisfaction was measured by item five. This item was not significant for either change across time or for level of certification. The student teachers appear to be satisfied with their overseas placements throughout the course of the eight-week experience.

The interpretation of the preceding results is based on the qualitative data amassed throughout the existence of the Overseas Project. These data have been collected by means of reports and essays written by the student teachers, evaluative feedback from the host educators, follow-up interviews with Project participants, and interviews with overseas headmasters and teachers conducted during supervisory visits by Project staff. Future research efforts might focus on correlating the present findings with the qualitative data, as a validation of the student teacher self-reports.

In addition, consideration should be given to further developing and improving the Rating Scale as a research instrument. Reliability and validity studies should be conducted, and survey items should be analyzed to insure their appropriate placement into general categories.

Finally, additional comparisons might yield interesting and enlightening results. The attitudes and perceptions of student teachers who are placed in England could be compared with those placed in Scotland, Australia, and the Republic of Ireland to determine whether differences-by-country exist. Also, the attitudes and perceptions of student teachers who participate in the Overseas Project could be compared with those who opt for an extended stateside student teaching experience to determine the extent to which the location of the added experience plays a role in attitude change.

In conclusion, the results of the present study suggest overall that student teachers attitudes change positively throughout the course of their teaching assignments abroad. In only two cases were significant differences obtained for level of certification and no interactions of time-by-level were found. These results, in conjunction with the qualitative data, support the inclusion of international teaching opportunities into teacher preparation programs. Such opportunities not only promote student teachers' personal and professional growth, but also advance global awareness and understanding, necessary qualities for our teachers of tomorrow.

Adams, K. D. (198~). Teacher development: A look at changes in teacher perceptions and behavior across time. Journal of Teacher Education, 33(4), 40-43.

Barnes, L.R., & Hunter, J.K. (1985). American students teach in English primary schools: A conflict of educational ideologies? Journal of Education for Teaching, 11 (1), 78-91.

Hogben, D., Lawson, M.J. (1984). Trainee and beginning teacher attitude stability and change: Four case studies. Journal of Education for Teaching 10(2), 134-153.

Mahan, J.M. & Stachowski, L.L. (1985) Overseas student teaching: A model, important outcome, recommendations. International Education, l5(1), 9-28.

Palmer, W.R., Cartford, P.F., deVargas, D.E., Grueman, B.A., & Reyes, L. (1980). The overseas teaching experience: Some perspectives. International Education, 10 (1), 8.

Ricord, O. (1986). A developmental study of the "teaching self" in student teaching. Journal of Education for Teaching, 12 (1), 65-76.

Tabachneck, R.B., & Zeichner, K.M. (1984). The impact of student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35(6), 28-36.