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ERIC Number: EJ1081510
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 5
Demonstrating Pre-Service Teacher Learning through Engagement in Global Field Experiences
Francis, Raymond W.
Universal Journal of Educational Research, v3 n11 p787-792 2015
Global opportunities for students to engage in teaching and learning have the potential to have a great impact on their professional knowledge base as a future teacher. However, little information is available about how global field experiences impact pre-service teachers' understanding due to substantial challenges in collecting and analyzing authentic student growth as a direct result of engaging in global field experiences. Due to the consistent growth demonstrated by all members of the study, and the key statistical significant differences between the pre-experience and post-experience groups, as well as within the pre-experience and post-experience groups, it is likely that the global field experience participated in by all pre-service teachers had a positive impact on students' growth and understanding of effective teaching. Of course additional study is needed. However, it appears that global field experiences have the potential to impact student growth and learning in an important manner.
Descriptors: Field Experience Programs, Study Abroad, Preservice Teacher Education, Pretests Posttests, Concept Mapping, Student Teaching, Student Teacher Attitudes, Teaching Experience, Instructional Effectiveness, Training Methods
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: firstname.lastname@example.org; Web site: http://www.hrpub.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A