GWAR #1 outline
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Golden West College *
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Apr 3, 2024
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Academic Essay Outline Topic: Internships in the international teaching industry
-personal experiences
[1] Introduction
- Statement of Topic: The shortage of eligible K-12 teaching candidates has been a serious issue in education for many decades. As the society eliminates the shortage of qualified international teaching candidates worldwide, applicants complete the teacher credential program, and learn the process of applying and getting hired. - Context / Description: The issue of the shortage of qualified teaching candidates is caused by events such as the COVID-19 pandemic, competition, and baby boomer retirements. Some teachers were exhausted from all the COVID procedures policies. This led to a decline in candidates pursuing a degree in the education industry (Gallagher, 2022). I will be presenting solutions on ways to increase the number of international teaching candidates. - THESIS:
International teaching candidates can search for teaching internships abroad through visiting the
school website, interacting with teachers abroad, and working with a career counselor on interview skills. International teaching internships can offer bonuses if more candidates participate. Teaching candidates will gain more confidence in teaching abroad if they participate in international teaching internships. [2] Body Paragraph #1 (1st TOPICAL Point)
Topic Sentence: Candidates can interact with teachers at the international teaching internship to learn about worldwide teaching opportunities.
Main Point #1: The student teaching internship experience helps candidates become more confident in their teaching skills. Example #1: Auni et al., (2022) discusses student teachers from Asia being enrolled in the international teaching internship program in New Zealand (p. 2763). The experience in the student teaching internship enhanced the participants' educational expertise, cultural awareness, and teaching styles.
Analysis #1: The international teaching internships emphasize the development of the global mind-set while learning about worldwide teaching opportunities. Auni et al., (2022) examined how teachers have the opportunity to learn more about other cultures and values when staying abroad for a month (p. 2762). The extra curriculum program and the use of technologies helped teachers increase productivity and cultural awareness in the classroom. Research suggests that the internship had good facilities (Auni et al., 2022, p. 2771). This expresses that teaching candidates will develop their cultural awareness and increase confidence in their teaching skills as they gain experience in the teaching field. By participating in an international teaching internship, teaching candidates can learn more about the curriculum, the classroom setting, technology use in the classroom, and teaching preparations. Main Point #2: Working internationally has different requirements, such as language and
teaching certificates.
Example #2: The trip to Plymouth, England is a requirement for international teaching candidates to earn a teaching certificate in England. Teaching candidates will have to go through the application process, attend teacher preparation meetings, in-person supervision, and learn about the responsibilities as a teacher (Lupi & Batey, 2009, p. 50-51).
Analysis #2: The Plymouth trip preparation emphasizes the requirement to learn the language of the culture and earn a teaching certificate. Teachers are required to complete at
least ten weeks of internship in their home country and three weeks in the host country. Lupi & Batey (2009) acknowledged that there has been significant benefits to teachers who are teaching abroad because it prepares teaching candidates to become successful at teaching (p. 49). A thirty-minute personal interview with the career counselor discusses some important expectations during the trip. The credential program will select international teaching candidates
based on their ability to adapt to the different international educational institutions. The rating evaluation sheet evaluates the teachers’ understanding of the expectations of working internationally. If a student has a high understanding of the expectations, they will have information about the international teaching internship. In contrast, the job is not suitable for a student who is unfamiliar with the basics of living outside the home country and outside family support systems.
Link to thesis (closing sentence): International teaching internships help teaching candidates become confident in their teaching skills.
[3] Body Paragraph #2 (2nd TOPICAL Point):
Topic Sentence: Looking into the school district’s website for job postings can also help international teaching candidates go through the hiring process.
Main Point #1: The school’s website has the most job postings. Example #1: Langen (2023) acknowledges that the school website is another resource to search for job postings. The job postings on the school website provide teaching candidates with the company’s goals, school organization, and focus areas for the position.
Analysis #1: The school website is one of the resources used for searching for international teaching internships. The school’s ratings and profile determine if the school has good career resources and services. International teaching positions at schools are targeting teaching candidates. According to Langen (2023), a few institutions and departments value work-life balance to convey the message that the school website will help candidates learn the hiring process and increase productivity in the international teaching position. When teaching candidates apply to an international teaching position, teachers can learn how to adapt to different cultures and values, and demonstrate their interest in teaching. The cultural values emphasize the insights of teaching abroad. According to Benedict-Augustine (2010), about 31%
percent of the teachers in the Council on International Educational Exchange program agreed that international teaching internships will help teaching candidates get a job in the future (p. 14). Approximately 21 percent of the teaching candidates in that program set their goals to work
in the teaching industry to gain work experience abroad. About 39 percent of the people in this program are expecting teachers to get support from traveling abroad and visiting the school website for more opportunities. These statistics highlight that there is a higher chance that more teaching candidates will teach abroad if they search for an internship in the international teaching field or set objectives for them to get a teaching certificate. Main Point #2: There are five steps to the hiring process in the teaching industry by going to career counseling.
Example #2: The things to prepare for and know when following the five steps to the hiring process through career counseling is to know the resources to find teaching job advertisements, focus on the job search for institutions where personal and professional goals can meet, prepare what to expect in the teaching position, become acquainted with the department's and the institution's aims and culture.
Analysis #2: By utilizing the steps to the hiring process through career counseling, teaching candidates can be familiar with the application process and what to expect when teaching abroad. The first step of the hiring process is to get approved by the government to search for more professors to fill in vacancies (Langen, 2023). The recruitment and the
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school’s human resources department will initially develop and distribute the job advertisement and description. The second step is to initially review teaching candidates’ applications to find out which candidate is qualified for the position. The third step is that the hiring committee makes a list of at least twelve promising candidates and schedules a phone or an in person interview with them. Langen (2023) examined the phrase “a closer look at the remaining applicants” to convey that the interview process helps hiring committees determine if the student
is qualified for the position or is excellent at teaching. This is a way for hiring committees to understand the candidate’s experience in teaching abroad. Interviewers in this article express the knowledge of the candidate’s interest in teaching and preparing them for success. The fourth step is to select a few candidates from the interview that will fit well with the position. When a candidate is hired, the hiring committee will show them the different techniques to teaching a student. The fifth step is to choose which candidate is the most suitable for that job. The hiring committee gives the candidate the job offer and make them agree with the terms and the conditions to prove that they are qualified to work in the teaching position.
Link to thesis (closing sentence): In order to work as a teacher, teaching candidates will have to go through the hiring process by going to career counseling.
[4] Body Paragraph #3 (3rd TOPICAL Point): Topic Sentence: The teacher shortage can be decreased by offering bonuses and recruiting international teachers. Main Point #1: Schools in Northern Manitoba are looking forward to recruiting teachers from different countries. Example #1: According to Macintosh (2023), schools in North Manitoba offered bonuses for up to $10,000.
Analysis #1: The $10,000 bonus highlights ways schools can hire international teachers. Teachers who have been working for a long time or retired have more experience in the teaching field than those who got recently hired in the teaching position. The recruiters give teachers greater bonuses and benefits if they teach in a professional setting worldwide or have a teaching certificate. Teachers with a teaching certificate will earn more money than those who do not have a teaching certificate. However, they are more dedicated to teaching to build with community members both inside and outside school.
Main Point #2: Frontier spent $500,000 dollars on recruiting, mentoring, training, and hiring teachers annually. Example #2: Frontier school division offered bonuses for $5,000 to incentivize
teachers (Macintosh, 2023).
Analysis #2: Frontier school division partners with a variety of school districts to recruit more teachers. Schools in Northern Manitoba are partnering with the Frontier school division to recruit more teachers to fill-in the position. To fill in vacancies for the international teaching position, school districts can “shift to virtual professional development sessions” ( Macintosh, 2023). Virtual professional development sessions give teachers a $5,000 bonus because more teachers are willing to teach online without the need to travel abroad. Hiring teachers overseas through the international teaching internship program will improve the shortage of staff in the teaching industry. Link to thesis (closing sentence):
Frontier school division discovered that offering a bonus filled a few teaching vacancies.
[4] Body Paragraph #4 (Other TOPICAL Point)
Topic Sentence: Teaching internships can benefit candidates by preparing them to deal with the challenges faced as a teacher.
Main Point #1: Candidates are required to get a teaching internship to have professional experience in the teaching field. They have the opportunity to improve on their self-confidence, time management, and coping techniques.
Example #1: International teaching internship gives student teachers early preparation to become a professional teacher before dealing with the difficult obstacles of teaching abroad, such as being familiar with another culture or learning their language and style.
Analysis #1: Southeast Asian teacher program gives teachers the self-confidence
in working abroad and learning the language of that culture. American teachers are involved in the international teaching internship in China to have the opportunity to gain experience in speaking a foreign language. Self-efficiency is crucial when getting involved in the international teaching internship (Auni et al., 2022, p. 2762). The term “self-efficiency” conveys the message that student teachers can assess their ability to teach abroad and learn the different styles of teaching from experienced teachers. Teachers will have the opportunity to improve their coping techniques as they are gaining experience with teaching abroad. Lupi & Batey (2009) acknowledges the benefits to the international teaching internship which is to have the knowledge of other cultures, deal with issues worldwide and global trends, increase self-
awareness and perception, and interpersonal relationships (p. 49). These benefits will help
teachers cope better with the difficulty of handling issues or tough circumstances faced during the international teaching internship. The most common issue that happens when teaching abroad is the language barrier. One way to deal with this issue is to interact with teachers from different nationalities (Auni et al., 2022, p. 2768). Another way is to learn the language of the country that teachers are traveling to so they can enable themselves to communicate with these
people. Teaching candidates can also enhance time management skills when teaching abroad. In other countries, they have different transportation system schedules, a variety of tasks, and different school start time. It benefited teachers in the international teaching field by having their own responsibility of keeping track of their tasks and completing them on time and not being late
to school.
Main Point #2: The professional competencies of teaching internships such as their educational skills, communication skills, new educational perspectives, career aspirations in the teaching field, and opportunities will improve as teaching candidates are preparing to become a teacher.
Example #2: The SEA teachers program strengthened global connections and fostered respect by enhancing teaching beginners’ cultural awareness. Analysis #2: The international teaching internship program typically lasts for a month, which will help teachers be familiar with the different cultural values. Through teaching abroad, teaching candidates can become more confident in traveling to other countries and learn the teaching style of different cultures. Auni et al. (2022) states “the purpose of providing international teaching internships to teaching candidates is to expose them to different cultural values” (p. 2762). This conveys how one can combat ethnocentrism meaning that a person believes that their own culture is superior to other cultures. The use of ethnocentrism emphasizes how teaching abroad can help teachers interact with international communities with respect to different cultures. The SEA teachers program includes three competencies to enhance global connections and cultural awareness which is personal, professional, and social (Auni et al., 2022, p. 2775). These competencies emphasize the respect of people from different cultural backgrounds and having a global mind-set to teach abroad. Utilizing these competencies in the real world can help prepare teaching candidates to teach abroad in a professional manner and become familiar with the teaching styles used in different cultures.
Link to thesis (closing sentence): Teachers are gaining experience through international teaching internships.
[5] Counter Argument / Rebuttal Body Paragraph
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Counter Argument: Some critics argue that school districts worldwide should not provide international teaching internships to teachers because teaching candidates are not familiar with the teaching styles of different cultures. Rebuttal (reconnect to Thesis, why your claim is stronger): However, while it's true that international teaching internships may require a teaching degree, this aspect is what makes teachers gain experience in the teaching industry. School districts’ ability to hire more teachers through posting jobs through the school website gives teachers more resources and explanations about the internship process. International teaching internships are useful, as teachers learn the styles of teaching in different cultures, fostering a more profound understanding of the issue of the shortage of teachers.
.
Closing Statement: In essence, the challenge of dealing with the unfamiliarity of another country is considered a strength, as it helps teachers gain experience in the teaching industry and fill-in teaching vacancies abroad as teachers retire or get sick.
[6] Conclusion
Summary of Main Points:
Throughout this analysis, we learned about how teaching candidates search for international teaching internships, and found solutions on how the shortage of teachers can be solved. Ways to solve teacher shortage are international recruitment, teacher interaction abroad, and looking into the job postings via the school’s website. Teachers will have to go through the credential program and the hiring and applying process to become a teacher. If more teaching candidates are involved in the international teaching internship, bonuses will be offered to recruiting teachers.
Reconnect to Thesis (Analysis): The benefits of providing international teaching internships to teaching candidates is that more teaching vacancies will be filled. Programs for teaching overseas such as the South-East Asian Teacher program known as SEA gives teaching candidates the self-confidence and experience in teaching abroad. Through interacting with teachers abroad, and checking the school district website, teachers will learn the internship hiring process. Closing Statement / Thought Provoking ideas for further consideration:
In today’s society, the shortage of teachers in the teaching field has been the most critical issue
and it impacts students’ education. International teaching internship programs such as SEA serve as a solution to improve the shortage of teachers in the teaching industry. It challenges teachers abroad to gain cultural awareness and develop a global mind-set to teach abroad. In addition, teachers will have to go through the hiring process and training to earn a teaching certificate. The internship program can be useful for teachers because they have the opportunity
to assess their skills as a teacher, learn different languages, and be familiar with the different teaching styles.