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ERIC Number: EJ854759
Record Type: Journal
Publication Date: 2009-Apr
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Consonance and Dissonance in a Study Abroad Program as a Catalyst for Professional Development of Pre-Service Teachers
Brindley, Roger; Quinn, Suzanne; Morton, Mary Lou
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n3 p525-532 Apr 2009
This research examines the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. Using data from participants written journals, we use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England. Informed by a theoretical framework of consonance and dissonance (Cochran-Smith, M. (1991). Reinventing student teaching. "Journal of Teacher Education", 42(2), 104-118), the emerging themes were related to the school context, the teacher's role, the learners, the buildings, and the community. Implications are for planning and facilitation of pre-service teachers study abroad experiences are discussed. (Contains 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United States