Search results for: Study abroad

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.

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.

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.