Articlediamond2015

Transformative Learning of Pre-Service Teachers during Study Abroad

Angela Vatalaro · Judit Szente · Judith N. Levin

48 citations0/0 files storedJournal of the Scholarship of Teaching and Learning

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International Student and Expatriate Challenges Adult and Continuing Education Topics Global Education and Multiculturalism

Abstract

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.

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References

1994Phenomenological research methods 2013Qualitative inquiry & research design : choosing among five approaches 1965Educational Research: An Introduction 1984Educational Research: An Introduction 1997Transformative Learning: Theory to Practice 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 8 2016National Association for the Education of Young Children 1989Phenomenological Research Methods

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2015Social Media Use and the Fear of Missing Out (FoMO) While Studying Abroad 2019Transformative professional development for in-service teachers through international service learning 2017Developing intercultural learning in Australian pre-service teachers through participating in a short term mobility program in Malaysia 2017The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners 2019Study Abroad for Preservice Teachers: A Critical Literature Review with Considerations for Research and Practice.

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