Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students

Scoffham, S.; Barnes, Jonathan

doi:10.1080/02607470903091294

Cited by 56 publications

(31 citation statements)

References 8 publications

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“…In response, four times as many students in the US studied abroad during the [2007][2008] academic year compared to the number of students studying abroad 20 years ago (IIE 2009), and more than half of those students completed short-term study abroad (Rowen-Kenyon and Niehaus 2011;Scoffham and Barnes 2009). There are many benefits to short-term study abroad internships (Chieffo and Griffiths 2004;Pennington and Wildermuth 2005;Zamastil-Vondrova 2005).…”

Section: Introductionmentioning

confidence: 97%

Crossing cultures: US student teacher observations of pedagogy, learning, and practice in Plymouth, UK schools

Lupi

Batey

Turner

2012

Journal of Education for Teaching

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International internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and becoming members of the global educational community. These include school settings and scheduling; use of curriculum and resources; instructional skills and strategies, including lesson planning; and classroom management, including management of student behaviours. The current study examines the reflections of 56 undergraduate teacher education students from Florida who took part in a three-week international internship in Plymouth, UK. The primary purpose of the study was to determine the areas in which the experience had an impact on their pedagogical awareness. Specifically, the research question was: 'How does the short-term study abroad internship impact pre-service teachers' perceptions or understanding of: professional school relationships, and classroom management and structure?' IntroductionInternational internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and enhance their connection to a global learning community. This paper reports on a three-week internship experience of seven cohorts of teacher education students (N=56) from the University of North Florida (UNF) in partnership with the University College of Plymouth, St Mark and St John. The primary purpose of the study was to determine the areas or ways in which the experience affected the pedagogical perceptions of the interns. It explores how they, as preservice teachers, responded to and reflected upon the obvious and perceived similarities and differences between a UK and a US classroom. The research team -as supervisors and professors interested in the transformational learning of students, both in pedagogy and collegial development -are attempting to explain the impact of practice teaching in a school system which is different in structure, social interaction, curriculum and resources from the school system in Jacksonville, Florida. Pedagogy was selected as a specific area of study to allow the research to focus on more detailed comments regarding the professional aspect of the Plymouth experience.

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Section: Introductionmentioning

confidence: 97%

Crossing cultures: US student teacher observations of pedagogy, learning, and practice in Plymouth, UK schools

Lupi

Batey

Turner

2012

Journal of Education for Teaching

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“…Scoffham and Barnes in their 2009 study, which focused on the impact of a study trip to India for student teachers, also found that the experience triggered within the students a search for 'their wider meaning'. Scoffham and Barnes (2009) argue that this is linked very closely to increased self-confidence. Again, we can also see, in these comments, students going through the reflective, developmental process described by Pollard and Filer (1996) and Day (1999).…”

Section: Professional Identitymentioning

confidence: 95%

An evaluation of an alternative placement experience for students undertaking primary initial teacher training

Sangster

Green

2012

Journal of Education for Teaching

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This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3-11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age phase they were training to teach. The analysis is based on a cohort evaluation of the placement (170 students). Data were collected in two ways: through students' written reflections and their identification of the standards required for Qualified Teacher Status that they experienced. This approach was selected owing to the strong expectations by the UK Government to meet set criteria to qualify as a teacher. There is one direct reference in the standards to learning outside the classroom, but it was found that the students considered they had benefited from the alternative placement by offering opportunities for their professional and personal development in many more areas. The research study found that these areas included learning from other experts, working with colleagues, gaining confidence to teach, experiencing other cultural settings, working with children in informal settings, the importance of personalising learning and, in some cases, experiencing second language teaching.

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“…Requiring such pre-service placement rotations would expose new professionals to jointly supervised, reflective practice experiences and to critical agencies and institutions serving culturally, linguistically, and socially diverse families. This type of a-typical experiential learning has been found to foster transformational understanding that leads to sustained changes in professional practice (Scoffham & Barnes, 2009;Stow, Dismore, & Powell, 2009). Several recent studies of school-linked, community-based programs where educators are involved in serving families of children with disabilities or economically deprived neighborhoods provide support that such pre-service work can build collaboration skills that lead to many positive family and student outcomes (Kasahara & Turnbull, 2005;Lawson & Alameda-Lawson, 2012).…”

Section: Recommendationsmentioning

confidence: 96%

Preparing educators to partner with families

et al. 2013

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The present study focuses on current efforts underway in one western US state to prepare educators' for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey regarding current family-school partnering coursework, practice requirements, and resources. Responses were obtained from 63% of the identified programs. Similar to prior studies, our results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success. Specific recommendations include refocusing coursework, providing alternative field experiences, offering interdisciplinary coursework and projects, and developing ongoing avenues for continued professional development to improve the preparation of future educators to partner with families.

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Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students

Cited by 56 publications

References 8 publications

Crossing cultures: US student teacher observations of pedagogy, learning, and practice in Plymouth, UK schools

Crossing cultures: US student teacher observations of pedagogy, learning, and practice in Plymouth, UK schools

An evaluation of an alternative placement experience for students undertaking primary initial teacher training

Preparing educators to partner with families

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