Reconsidering the local after a transformative global experience : a comparison of two study abroad programs for preservice teachers

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Reconsidering the local after a transformative global experience : a comparison of two study abroad programs for preservice teachers

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Publication Article, peer reviewed scientific
Title Reconsidering the local after a transformative global experience : a comparison of two study abroad programs for preservice teachers
Author(s) Dunn, Alyssa Hadley ; Dotson, Erica K ; Behm Cross, Stephanie ; Kesner, John ; Lundahl, Bo
Date 2014
English abstract
This comparative case study analyzes two study abroad experiences for preservice teachers—a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers’ understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) research questions included (1) What are preservice teachers’ experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers “go global.”
Swedish abstract
Denna jämförande studie analyserar två lärarstudenters erfarenheter av utlandsstudier - en fyra månader lång skolpraktik i Sverige och en treveckors interkulturell intensivkurs med skolobservationer i Frankrike. Trots att de skilde sig åt gällande längd och struktur, syftade bägge programmen till att utveckla lärarstudenternas förståelse av mångfald och pedagogik ur ett globalt perspektiv. Genom användning av bl.a. transformativ lärandeteori (Mezirow, 1991) utgick studien från följande frågor: (1) Vilka erfarenheter gällande lokal/global mångfald och pedagogik gör lärarstudenter i två skilda program som inbegriper utlandsstudier? (2) Vilka programinslag bidrar till transformativt lärande? Resultaten betonar vikten av relevanta och interaktiva uppgifter, verkliga erfarenheter och stödjandet av personlig utveckling så att studenter kan bli globalare i sitt tänkande.
DOI http://dx.doi.org/10.1080/01626620.2014.948227 (link to publisher's fulltext)
Publisher Taylor & Francis
Host/Issue Action in Teacher Education;4
Volume 36
ISSN 0162-6620
Pages 283-304
Language eng (iso)
Subject(s) study abroad experiences
intercutural learning
preservice teachers
diversity
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/17990 (link to this page)

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