International Practica Experiences as Events of Influence in a Teacher Candidates' Development

Autor/inn/en	Maynes, Nancy; Allison, John; Julien-Schultz, Lynn
Titel	International Practica Experiences as Events of Influence in a Teacher Candidates' Development
Quelle	In: McGill Journal of Education, 47 (2012) 1, S.69-91 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Foreign Countries; Elementary Secondary Education; Preservice Teachers; Nongovernmental Organizations; Teaching Experience; Teaching Methods; Adjustment (to Environment); Teacher Exchange Programs; Practicums; Reflective Teaching; Beliefs; Time; Questionnaires; Research Methodology; Qualitative Research; Cultural Awareness; Educational Attitudes; Teacher Student Relationship; Consciousness Raising; Values; World Views; Canada; Kenya; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Belief; Glaube; Zeit; Fragebogen; Research method; Forschungsmethode; Qualitative Forschung; Cultural identity; Kulturelle Identität; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewusstseinsbildung; Wertbegriff; World view; Weltanschauung; Kanada; Kenia
Abstract	Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the Maasi Mara southwest of Nairobi. They taught in both elementary (Standard) and secondary (Form) classrooms. Eleven of these candidates responded to a questionnaire with open-ended prompts requiring reflective responses about the perceived impact of their experiences both personally and professionally. Responses were analyzed using qualitative methods to identify common themes and recurring ideas. Examining participants' responses allowed us to consider how teacher candidates perceived their personal beliefs to impact their personal and professional practices. The significance of the international practica on personal and professional beliefs and practices was evident in responses. Concerns and advantages about the impact of the international experience are explored and directions for further research are identified. (Contains 1 table.) (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10