Disorienting experiences during study abroad: Reflections of pre-service teacher candidates

Trilokekar, Roopa Desai; Kukar, Polina

doi:10.1016/j.tate.2011.06.002

Cited by 147 publications

(128 citation statements)

References 28 publications

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“…There is a growing body of research on the benefits of international experiences for preservice teachers (Dotson, 2013;Dunn & Cross, in press;Kabilan, 2013;Mahon & Cushner, 2002;Phillion, Malewski, Sharma, & Wang, 2009;Quezada, 2004;Trilokekar & Kukar, 2011;Vall & Tennison, 1992). This attention appears to be an outgrowth of attempts within teacher education to develop students' cross-cultural skills and enable them to make meaningful connections with an ever-changing student demographic.…”

Section: Literature Reviewmentioning

confidence: 99%

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Dunn

Dotson

Cross

et al. 2014

Action in Teacher Education

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This comparative case study analyzes two study abroad experiences for preservice teachers-a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers' understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) and drawing on grounded theory methods, research questions included (1) What are preservice teachers' experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers "go global." Implications are raised for future research, teacher education, and university programming.

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Section: Literature Reviewmentioning

confidence: 99%

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Dunn

Dotson

Cross

et al. 2014

Action in Teacher Education

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“…Disorienting experiences of study abroad can lead students to re-examine their existing perspectives; push them to confront personal limitations; and develop coping mechanisms to contend with failure (Stone 2014;Chang, ChengHui, Chen, Yu-Fu and Yu-Hsi 2012). This challenge to a student's identity may lead to more risk-taking behavior and an opportunity to experience a new, or different identity (Trilokekar and Kukar 2011).…”

Section: Transformative Learningmentioning

confidence: 99%

“…Study abroad can provide opportunities for situated and experiential leaning (Tarrant, Rubin and Stoner 2013); providing a path for transformative learning, where "lived experiences provide a context for making meaning in the world" (Trilokekar andKukar 2011, 1141).…”

Section: Introductionmentioning

confidence: 99%

Opportunity to Learn to See the World from a New Angle: The Impact of International Art Study Tours on Creative Arts Students’ Learning

Glade-Wright¹,

Sorin²

2017

The International Journal of Arts Education

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“…However experiencing challenges which make us feel uncomfortable are the only way in which we can change our understandings of the world and grow cognitively (a process Piaget labels accommodation). This disequilibrium or cognitive struggle can be provided by experiences in cultures other than our own and it is this that Houser (2008) and other researchers including Marx & Moss (2011) and Trilokekar & Kukar (2011) use as the foundation of their cultural plunge/international teacher exchange/immersion programmes. These disruptive experiences, supported by professional and personal reflection, provide opportunities for significant cognitive and personal growth.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…These disruptive experiences, supported by professional and personal reflection, provide opportunities for significant cognitive and personal growth. Trilokekar & Kukar (2011) incorporate this into transformative learning theory which they claim provides a "framework for how lived experiences" provide a context for making meaning of the world (p. 1141). The theory suggests that disruptive and challenging experiences provide an opportunity for critical reflection that can lead to discarding old understandings and forming new ones (accommodation).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision

Sims¹,

Nishida²

2017

JEL

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Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogenous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget's accommodation).

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Disorienting experiences during study abroad: Reflections of pre-service teacher candidates

Cited by 147 publications

References 28 publications

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Opportunity to Learn to See the World from a New Angle: The Impact of International Art Study Tours on Creative Arts Students’ Learning

Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision

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