Field Experience: Experiential Learning as Complementary to the Conceptual Learning for International Students in a Graduate Teacher Education Program

Autor/inn/en	Akinde, Oluwatoyin Adenike; Harr, Diane; Burger, Phyllis
Titel	Field Experience: Experiential Learning as Complementary to the Conceptual Learning for International Students in a Graduate Teacher Education Program
Quelle	In: International Journal of Higher Education, 6 (2017) 4, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Field Experience Programs; Experiential Learning; Foreign Students; Graduate Students; Preservice Teacher Education; Foreign Countries; Focus Groups; Student Teacher Attitudes; Cross Cultural Training; Educational Attitudes; Leadership; Instruction; Educational Change; Transfer of Training; Mixed Methods Research; Likert Scales; Correlation; Questionnaires; Arabs; Interviews + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung; Ausland; Interkulturelle Orientierung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Führung; Führungsposition; Teaching process; Unterrichtsprozess; Bildungsreform; Training; Transfer; Ausbildung; Likert-Skala; Korrelation; Fragebogen; Arab; Araber; Interviewing; Interviewtechnik
Abstract	This study examined the value of field experience as a component of study for international students in a Graduate Teacher Education program at a Midwestern liberal arts university. The purpose of the field experience was to provide a contextual basis for student learning. The espoused research method included a quantitative component via survey and qualitative data, through a focus group interview and participants' field notes. As a result, there is evidence to suggest that the field experience program, as a component of the graduate education program for international students was valuable. Participants described it as being "relevant" and "real." As evident from the field notes, participants reflected on the opportunity for cross-cultural application of their learning, while emphasizing that the learning was palpable and reinforced their conceptual learning. Through the field experience program, participants reported that they gained in-depth insight on leadership and classroom instruction; therefore, they were able to improve their craft as educational leaders. Moreover, evidence from this study also suggests that participants were prepared to approach meaningful educational reform upon returning to their homeland, in Saudi Arabia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01