Literaturnachweis - Detailanzeige
Autor/inn/en | Chambers, Dianne; Lavery, Shane |
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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 |
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 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |