Search results for: Study abroad
Page 1/1 8 items
The Romance and the Reality between Pre-service Teachers’ Beliefs about the Potential Benefits of a Short-term Study Abroad Programme and their Practices
The purpose of this study was to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. The findings reveal that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth.
Updated: Sep. 04, 2017
Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers
This study utilized a comparative case study design to understand preservice teachers’ views on programmatic elements that led to transformative learning experiences in the areas of global and local diversity. The findings reveal that participants in both programs demonstrated a new or enhanced interest in global issues and a more nuanced understanding of themselves as educators, though the relationship between global issues and their identities as culturally competent teachers of diverse students varied between programs. The findings can be grouped into three primary categories: relevant and interactive assignments, hands-on experiences, and support for personal growth.
Updated: Mar. 26, 2015
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.
Updated: Jul. 30, 2012
Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program
This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.
Updated: Feb. 08, 2012
This article presents a research undertaken during a study visit to The Gambia. The authors argue that study visits to The Gambia and other developing countries have the potential to enable transformative learning. This kind of experience is thought to be of considerable potential benefit to beginning teachers.
Updated: Dec. 20, 2011
The authors claim that teacher educators should open the world to students through international experience and integrating a global perspective throughout the curriculum. In conclusion, the authors offer teacher educators tools they need to move their teacher education programmes beyond the parochial to viability in the twenty-first century by assuring their graduates bring a global perspective to decision-making in education.
Updated: Oct. 12, 2010
Language, Culture and Dissonance: A Study Course for Globally Minded Teachers with Possibilities for Catalytic Transformation
This article presents a study which explores the impact of a course taught abroad, with the objective of preparing globally minded intercultural educators proficient in second language and culture pedagogy for English learners.
Updated: Oct. 05, 2010