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ERIC Number: EJ1219108
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Lessons Learned from the British: The Liverpool Project
McVicker, Claudia J.
Educational Considerations, v45 n1 Article 5 2019
Universities around the country are beginning to feel the need to add a global dimension to their programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international study abroad where the candidates are immersed in another culture and school system. This article seeks to demonstrate how a successful Teacher Education study abroad program can develop and transform pre-service candidates' global perspective. This qualitative study was informed by the use of journal writing to prompts by ninety-six teacher education students over three different summers to learn about the Literacy Hour used in British schools during a study abroad conducted during an 8-week immersive learning experience in a setting in a northern British city. Readers will learn from participants themselves through carefully reported vignettes that focus on four themes that emerged in data analysis: Global Awareness, Retrospective Appreciation of U.S. schools based on British Literacy Practices, Teaching Self-Efficacy, and Travel Maturity.
Descriptors: Foreign Countries, Preservice Teachers, Global Approach, Study Abroad, Cultural Awareness, Student Journals, Cues, Literacy, Summer Programs, Teacher Education Programs, Self Efficacy, Maturity (Individuals), Travel, Experiential Learning, Citizenship, Inclusion, Small Colleges, Elementary Schools, Transformative Learning, World Views, Reflection, Educational Practices, Vignettes, Place Based Education, Cultural Differences
Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: firstname.lastname@example.org; Web site: http://newprairiepress.org/edconsiderations/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool); United Kingdom (England)