International service learning: benefits, challenges and experiences of pre-service teachers

IF 1.4 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Asia-Pacific Journal of Teacher Education Pub Date : 2022-03-16 DOI:10.1080/1359866X.2022.2050355
D. Chambers, Shane D. Lavery
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引用次数: 1

Abstract

ABSTRACT This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge and understanding which may enhance their future teaching. Overall, the study suggests that the inclusion of an international service-learning immersion aids in the preparation and training of pre-service teachers for a culturally diverse global society.
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国际服务学习:职前教师的好处、挑战和经验
摘要本研究探讨了13名澳大利亚幼儿、小学和中学职前教师的经历和看法,他们在柬埔寨金边的教育环境中进行了为期两周的国际服务学习。定性数据在浸入前通过匿名问卷收集,浸入后通过反思性期刊/报告和焦点小组访谈收集。研究结果表明,这些好处包括学术发展和跨文化学习。挑战包括语言困难和接受柬埔寨的贫困和历史。与会者表示,这种沉浸感对他们的职业和个人都非常重要。最后,文化体验鼓励参与者产生文化知识和理解,这可能会加强他们未来的教学。总体而言,该研究表明,融入国际服务学习有助于为文化多样的全球社会培养和培训职前教师。
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来源期刊
Asia-Pacific Journal of Teacher Education
Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
7.70%
发文量
29
期刊介绍: This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.
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