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

被引：72
|
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.
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页码：1141 / 1150
页数：10
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