کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374346 | 622489 | 2011 | 10 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Disorienting experiences during study abroad: Reflections of pre-service teacher candidates Disorienting experiences during study abroad: Reflections of pre-service teacher candidates](/preview/png/374346.png)
This study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Disorienting experiences are a crucial first step for perspective transformation; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. Students’ utilized a variety of reflection opportunities; however, critical self-reflection imperative for transformation requires greater awareness of one’s frame of reference. Future studies need to examine how students’ specificities shape the realization of study-abroad goals for pre-service teachers and their ability to develop global consciousness and to work towards an equitable and just society.
► Teacher candidates face disorienting experiences while studying abroad.
► Key experiences surround race; “outsider” status; risk-taking; & power relations.
► This influences their ability to develop empathy for ethnically diverse students.
► Clearly, racial and ethnic identities shape study abroad experiences and outcomes.
► Reflections based on formal/informal avenues are useful; but limit learning.
► National and student specificities hold implications for study abroad curriculum.
Journal: Teaching and Teacher Education - Volume 27, Issue 7, October 2011, Pages 1141–1150