Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers

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 professi...

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Bibliographic Details
Published in:Teaching and teacher education 2009-04, Vol.25 (3), p.525-532
Main Authors: Brindley, Roger, Quinn, Suzanne, Morton, Mary Lou
Format: Article
Language:English
Subjects:
Community
Cultural Differences
Early Childhood Education
Educational Environment
Elementary Education
England
Foreign Countries
Internship
Internship Programs
Internships
Overseas students
Pre-service teachers
Preservice Teachers
Professional Development
Psychological Patterns
School Buildings
Students
Study Abroad
Study abroad program
Teacher Role
Teachers
United States
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Summary: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.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2008.09.012