Expanding the Boundaries of Special Education Preservice Teachers: The Impact of a Six-Week Special Education Study Abroad Program

Autor/inn/en	Johnson, Laura E.; Battalio, Rosemary
Titel	Expanding the Boundaries of Special Education Preservice Teachers: The Impact of a Six-Week Special Education Study Abroad Program
Quelle	In: International Journal of Special Education, 23 (2008) 3, S.90-100 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Grounded Theory; Preservice Teachers; Disabilities; Educational Practices; Program Effectiveness; Foreign Countries; Special Education Teachers; Study Abroad; Observation; Cultural Awareness; Measures (Individuals); Journal Writing; Reflection; Individual Characteristics; Prior Learning; Behavior Problems; Emotional Disturbances; Preservice Teacher Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungspraxis; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Studies abroad; Auslandsstudium; Beobachtung; Cultural identity; Kulturelle Identität; Messdaten; Zeitschriftenaufsatz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Vorkenntnisse; Gefühlsstörung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Special Education (SPED) in Scotland was a six-week study abroad program where pre-service special education teachers lived with host families and observed in Scottish schools in the area of special education. The program included coursework in the area of Emotional Behavioral Disabilities and traveling. This study sought to determine the impact of the SPED in Scotland program on students' intercultural awareness, perceptions of educational practices, and awareness of global interconnectedness. Participants took the Intercultural Development Inventory (IDI) before departure and after their return from Scotland. Seventy percent of participants remained at the same level of intercultural sensitivity after the program. Thirty percent moved to a more culturally sensitive view of cultures. In addition, participants wrote weekly reflective journal entries which were analyzed using Grounded Theory approach. Three stages through which students moved emerged from the journals: (a) observation, (b) reflective awareness, and (c) life change. These stages were present across four domains: culture, education, homestays, and travel. Program duration, prior experiences and personal characteristics appeared to influence a participant's progression through the stages. Emotional expressions at times of program transitions were also found throughout the weekly entries. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10