Preparing North American Preservice Teachers for Global Perspectives: An International Teaching Practicum Experience in Africa

Given the economic, political, and social conditions in the world today and the increased diversity in Canadian classrooms, schools require teachers who have a strong sense of self-awareness and understanding of global issues. This article is based on empirical research involving preservice teachers...

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Bibliographic Details
Published in:Alberta journal of educational research 2009-10, Vol.55 (3), p.414
Main Authors: Mwebi, Bosire Monari, Brigham, Susan M
Format: Article
Language:English
Subjects:
Africa
African cultural groups
Afrocentrism
Canada
Children
Colonialism
Cross cultural studies
Cultural Awareness
Education
Embodiment
Foreign Countries
Global Approach
Globalization
Inservice training
Learning theories
Multiculturalism & pluralism
Native North Americans
North Americans
Politics
Practicums
Preservice Teachers
Self Concept
Self Efficacy
Social classes
Space
Stereotypes
Student teachers
Study Abroad
Teacher Education Programs
Teachers
Teaching Methods
Transformative Learning
White people
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Summary:Given the economic, political, and social conditions in the world today and the increased diversity in Canadian classrooms, schools require teachers who have a strong sense of self-awareness and understanding of global issues. This article is based on empirical research involving preservice teachers from an Atlantic Canadian university. The preservice teachers did six weeks of teaching practicum in Africa. We draw on the theories of Africentricity and transformative learning to inform our analysis. Our findings suggest that preservice teachers who did their practicum in Africa increased their self-awareness, and enhanced their personal efficacy and understanding of cross-cultural, diversity, and globalization issues, which has informed their subsequent teaching practice in public school systems. We conclude with recommendations for teacher education programs.
ISSN:0002-4805
1923-1857