Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts

Autor/inn/en	Northcote, Maria; Kilgour, Peter; Reynaud, Daniel; Fitzsimmons, Phil
Titel	Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 10, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Teacher Education Programs; Experiential Learning; Cultural Awareness; Study Abroad; Case Studies; Teacher Effectiveness; Skill Development; Practicums; Reflection; Knowledge Base for Teaching; Foreign Countries; Program Descriptions; Educational Quality; Travel; Learning Activities; Teaching Methods; Australia; Cambodia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Practicum; Praktikum; Praktika; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Quality of education; Bildungsqualität; Travelling; Reisen; Reise; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Australien; Kambodscha
Abstract	The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning. By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own. Using a cross-case analysis approach, the data gathered in these three cases were evaluated using an experiential learning theoretical framework. This article reports on findings from three separate but related studies in which students' learning about cultures other than their own was analysed and used to provide a set of practical recommendations for teacher education courses and programs. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10