Nussli, Natalie

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Nussli
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Natalie
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Nussli, Natalie

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2014 - 20172
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Thema: immersion programs ×

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    Publikation
    An international immersion into co-teaching: A wake-up call for teacher candidates in general and special education
    (24.07.2017) Oh, Kevin; Murawski, Wendy; Nussli, Natalie [in: The Journal of Special Education Apprenticeship]
    This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants’ skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives
    (Indiana University Press, 10/2014) Oh, Kevin; Nussli, Natalie [in: Journal of the Scholarship of Teaching and Learning]
    This study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n=5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected using surveys, interviews, and journals to investigate how the participants work and live while being completely immersed in a new culture. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion had not only advanced their global perspective but had also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to best prepare new teachers for today’s classrooms.
    01A - Beitrag in wissenschaftlicher Zeitschrift