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The aim of this study was to examine the impact of a United States educational experience on how international educators think about their pedagogy and professional development, and educational perspectives. To determine these impacts, data were collected from interviews and a planning and reflection guides of sixteen international educators who took part in a six-week professional development program in the United States. Five major themes emerged from this study: increased knowledge of specific pedagogical strategies, shared ideas and strategies with partner teachers, cross-cultural learning, collaboration as a means of support and motivation, and plans to implement new knowledge in home schools |
