International field studies in Norwegian teacher training courses: perspectives and experiences

Little research has been done on instructing student teachers by means of field studies in developing countries. Herein, I argue that sending geography students on such expeditions provides them with valuable perspectives, connections and improved knowledge, especially if they experience personal involvement and participation in addition to general observation. Based on field studies in India and Tanzania, I show that geography students can gain new geographical knowledge on a local as well as country level within given limitations. One critical issue in this form of fieldwork is not only gaining as much geographical knowledge as possible but also how personal contact, actual research and workplace experience in the field are more meaningful and valuable for students than field studies based primarily on observation. A further important issue is the actual interaction between students and host communities. I maintain that this type of field study provides a primary beneficial input for both students and hosts, but close interaction can generate local community expectations that are difficult to meet.