Exploring the Unknown: International Service and Individual Transformation

Autor/inn/en	Chang, Wei-Wen; Chen, Cheng-Hui Lucy; Huang, Yu-Fu; Yuan, Yu-Hsi
Titel	Exploring the Unknown: International Service and Individual Transformation
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 62 (2012) 3, S.230-251 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713611402049
Schlagwörter	Service Learning; International Programs; Transformative Learning; Social Psychology; Time Perspective; Interaction; Intercultural Communication; Interpersonal Competence; Language Skills; Cultural Awareness; Cultural Differences; Self Concept; Schemata (Cognition); Adjustment (to Environment); Ambiguity (Context); Foreign Countries; Semi Structured Interviews; Content Analysis; Documentation; Participant Observation; Social Networks; World Views; Attitude Change; Belgium; Brazil; Germany; Iceland; Panama; Taiwan; Thailand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Service-Learning; Pädagogische Transformation; Sozialpsychologie; Zeitbezug; Interaktion; Interkulturelle Kommunikation; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Selbstkonzept; Cognition; Schema; Kognition; Ausland; Inhaltsanalyse; Dokumentation; Teilnehmende Beobachtung; Social network; Soziales Netzwerk; World view; Weltanschauung; Attitudinal change; Einstellungsänderung; Belgien; Brasilien; Deutschland; Island
Abstract	Empirical studies have found that participation in international service increases learners' intercultural competence, language skills, appreciation of cultural differences, and tolerance for ambiguity. While previous studies suggest that international service experience is potentially transformative in nature, the present study examined international service experience and explored the factors that encourage transformation. Based on transformative learning and social psychology, the theoretical framework of the present study included three perspectives: environment-person interaction, schema adjustment, and the Johari Window. Data were obtained from 10 international service participants by observation, semistructured interviews, and written documents. Analysis of the data identified three components that enhanced transformation through environment-person interaction in cross-cultural settings: exploring the unknown world, relearning from the basic levels, and the unknown self revealed. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10