| This thesis is a qualitative study of the understanding of the forms of cultural knowledge held by pre-service candidates who plan to teach in international contexts. Specifically, the thesis focuses on the extent to which teachers are aware of cultural variables and the role they play in the teaching/learning interaction. The reasons that preservice candidates seek international employment are also discussed.;A pilot study was initiated during the 1996-97 school year with three pre-service teachers at Queen's University in Kingston, Ontario. Subsequently, data collection for this thesis continued between Feburary and May of 1997. The two primary methods of data collection in this research included the submission of an essay style question by candidates and scheduled interviews. Two major findings related to the participants' awareness of cultural variables emerged. First, the participants knew about few cultural variables and tended to be aware of the outward manifestations of culture (in the form of customs and traditions). Second, the participants tended to understand cultural knowledge only in terms of a target culture and did not understand general categories of cultural knowledge that might apply across cultures. The research also found that several characteristics and personality factors were common to many of the participants that influenced their desire to teach overseas. These characteristics included a long-term desire to go overseas, prior experience, a desire to acquire cultural experience, issues of timing, and issues of professional growth. The personality traits that were shared by the participants included a view of change as adventure, the adoption of a fatalistic world view, and acceptance of negative aspects of the overseas experience. |
