A Window of Opportunity: Perspectives of Preservice Teachers from the United States on the Customs and Practices of Teaching in Primary Schools in England

Autor/inn/en	Flannery Quinn, Suzanne M.; Morton, Mary Lou; Brindley, Roger
Titel	A Window of Opportunity: Perspectives of Preservice Teachers from the United States on the Customs and Practices of Teaching in Primary Schools in England
Quelle	In: Teacher Development, 15 (2011) 1, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Preservice Teacher Education; Foreign Countries; Study Abroad; Teaching Methods; Educational Practices; Cross Cultural Studies; Internship Programs; Student Journals; Observation; Hermeneutics; Phenomenology; School Role; Student Teacher Attitudes; Norms; Elementary Education; United Kingdom; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Cultural comparison; Kulturvergleich; Berufspraktische Ausbildung; Studentenzeitung; Beobachtung; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Normwert; Elementarunterricht; Großbritannien; USA
Abstract	This qualitative study investigated the perspectives of preservice teachers from the United States on the customs and practices of teaching in primary schools in England resulting from their participation in a study abroad experience. Participants were 17 teacher education candidates from a university in the southeastern United States who studied in primary schools in England for a four-week internship. Data were collected from student reflective journals, tutors' observations, and of the study abroad experience by three researchers who also serve as tutors for the programme. The researchers used a hermeneutic approach to interpret the preservice teachers' narratives of their experience and their perceptions of the customs and practices that were distinct to the English context. Emerging themes were organised into the following four categories: learner-centred and holistic approaches, planning and delivery of curriculum, the structured system with relaxed interactions and the role of the school in the community. Findings are discussed in relation to research and policy discourses in the US and the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10