International Service Learning: Benefits, Challenges and Experiences of Pre-Service Teachers

Autor/inn/en	Chambers, Dianne; Lavery, Shane
Titel	International Service Learning: Benefits, Challenges and Experiences of Pre-Service Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 5, S.498-514 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chambers, Dianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2022.2050355
Schlagwörter	International Programs; International Schools; Service Learning; Early Childhood Teachers; Elementary School Teachers; Secondary School Teachers; Preservice Teachers; Foreign Countries; Cross Cultural Studies; Immersion Programs; Cultural Awareness; Cambodia (Phnom Penh); Australia + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Service-Learning; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Ausland; Cultural comparison; Kulturvergleich; Immersionsprogramm; Cultural identity; Kulturelle Identität; Australien
Abstract	This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge and understanding which may enhance their future teaching. Overall, the study suggests that the inclusion of an international service-learning immersion aids in the preparation and training of pre-service teachers for a culturally diverse global society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01