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

被引：75

作者：

Trilokekar, Roopa Desai ^{[1
]}

Kukar, Polina ^{[1
]}

机构：

[1] York Univ, Toronto, ON M3J 1P3, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 07期

关键词：

Intercultural learning; Study abroad; International education; Internationalizing teacher education; Race and study abroad; STUDENT-TEACHERS; IMPACT; RACE;

D O I：

10.1016/j.tate.2011.06.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Disorienting experiences are a crucial first step for perspective transformation; students reported facing racial dynamics, "outsider" status, risk-taking behavior and power relations. Students' utilized a variety of reflection opportunities; however, critical self-reflection imperative for transformation requires greater awareness of one's frame of reference. Future studies need to examine how students' specificities shape the realization of study-abroad goals for pre-service teachers and their ability to develop global consciousness and to work towards an equitable and just society. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：1141 / 1150

页数：10

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