Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers' Understanding of Humanizing Pedagogy

Autor/inn/en	Czop Assaf, Lori; O'Donnell Lussier, Kristie; Furness, Shelly; Hoff, Meagan
Titel	Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers' Understanding of Humanizing Pedagogy
Quelle	In: Teacher Educator, 54 (2019) 2, S.105-124 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Czop Assaf, Lori) ORCID (O'Donnell Lussier, Kristie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2018.1520376
Schlagwörter	Teaching Methods; Service Learning; Study Abroad; Rural Areas; Poverty; Caring; Foreign Countries; Social Justice; Cultural Differences; Second Language Learning; Preservice Teachers; Teacher Education Programs; Journal Writing; Student Attitudes; Social Differences; Political Influences; Assignments; Outcomes of Education; Teacher Student Relationship; Cultural Capital; Creativity; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; Studies abroad; Auslandsstudium; Rural area; Ländlicher Raum; Armut; Care; Pflege; Sorge; Betreuung; Ausland; Soziale Gerechtigkeit; Kultureller Unterschied; Zweitsprachenerwerb; Zeitschriftenaufsatz; Schülerverhalten; Sozialer Unterschied; Political influence; Politischer Einfluss; Assignment; Auftrag; Zuweisung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Kreativität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers' experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives that focused on the students' community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01