A Transformative Experience: A Short-Term Cross-Cultural Service-Learning Immersion to Kenya

Autor/inn/en	Kearney, Sean; Perkins, Timothy; Maakrun, Julie
Titel	A Transformative Experience: A Short-Term Cross-Cultural Service-Learning Immersion to Kenya
Quelle	In: Issues in Educational Research, 24 (2014) 3, S.229-237 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Service Learning; Cross Cultural Studies; Transformative Learning; Immersion Programs; Undergraduate Students; Teacher Education Programs; Preservice Teachers; Migrant Children; Migrant Education; School Community Programs; Field Experience Programs; Learning Experience; Professional Development; Student Teacher Attitudes; Qualitative Research; Ethnography; Student Journals; Interviews; Program Effectiveness; Student Teaching; Outreach Programs; Foreign Countries; Kenya + Suchen Sie Ihr Suchwort? Service-Learning; Cultural comparison; Kulturvergleich; Pädagogische Transformation; Immersionsprogramm; Praxisnahes Lernen; Lernerfahrung; Qualitative Forschung; Ethnografie; Studentenzeitung; Interviewing; Interviewtechnik; Teaching practice; Unterrichtspraxis; Jobcoaching; Ausland; Kenia
Abstract	Initial teacher education programs are continuously looking for ways to grow and evolve to meet the changing needs of pre-service teachers (PSTs) who will face a diverse student population when they begin their careers. This study examines a short-term, cross-cultural, service-learning immersion undertaken by 21 undergraduate PSTs to an internally displaced people's (IDP) camp in Kenya for three weeks. The PSTs worked in the local school, a home for orphaned children, and in the IDP. The impact of the trip and the subsequent affiliation with the school and the community has had a significant effect in shaping the perceptions of the participating PSTs. This article explores the impact of the service-learning experience from the perspective of the evolving personal growth and professional competencies of the PSTs and the importance of implementing such programs with PSTs to enhance learning and improve perceptions about the importance of education (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10