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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Ryeven Brix P. Espique
School of Teacher Education and Liberal Arts, Saint Louis University, Baguio City, Philippines
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Post-Exchange Growth of ASEAN Educators: A Case at Saint Louis University Stephenie O. Busbus; Kyle Zaika V. Dayami; Chamverlaine Shine M. Domansi; Ryeven Brix P. Espique; Reynart H. Fajardo; Crystal Joy L. Falancy; Jhaymee G. Gasmeña; Khloe Peach R. Halagao; Jerielle Andrew O. Ignacio; Mariel Cate L. Laigo; Mary Rose D. Lantano
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5189

Abstract

International teacher exchange programs are widely promoted as instruments for enhancing global competence and pedagogical flexibility, yet empirical evidence regarding their long-term impact on pre-service participants as they transition into in-service careers remains scarce. Guided by Mezirow’s Transformative Learning Theory, this qualitative phenomenological study investigates the post-exchange professional and socio-cultural trajectories of former Southeast Asia (SEA) Teacher Project participants hosted by Saint Louis University, Philippines. Data were gathered through semi-structured interviews with five in-service teachers (three from Thailand and two from Indonesia) and analyzed using Braun and Clarke’s Reflexive Thematic Analysis via a two-phase (cool and warm) coding process. Three core themes emerged: (1) a Philosophical Paradigm Shift from a teacher-centered "knowledge-giver" to a student-centered "learning facilitator"; (2) a Professional Identity Transformation, characterized by heightened confidence, adaptability, and professional maturity; and (3) Pedagogical Adaptability, evidenced by the sustained integration of contextualized, learner-centered instructional strategies. Collectively, these findings suggest that short-term international teaching experiences spark a self-reinforcing, long-term cycle of reflective professional growth. Although limited by a small single-institution sample ( ) and potential retrospective recall bias, this study highlights the lasting efficacy of mobility initiatives. Ultimately, the results provide practical insights for host institutions and policymakers to enhance structured mentorship, pre-departure orientations, and post-exchange feedback mechanisms.
Co-Authors Chamverlaine Shine M. Domansi Crystal Joy L. Falancy Jerielle Andrew O. Ignacio Jhaymee G. Gasmeña Khloe Peach R. Halagao Kyle Zaika V. Dayami Mariel Cate L. Laigo Mary Rose D. Lantano Reynart H. Fajardo Stephenie O. Busbus