Post Study Abroad: To Which Reality Should the Teacher Candidates Return?

View Sample PDF

Author(s): Shannon L. Melideo (Marymount University, USA)
Copyright: 2016
Pages: 16
Source title: Advancing Teacher Education and Curriculum Development through Study Abroad Programs
Source Author(s)/Editor(s): Joan A. Rhodes (Virginia Commonwealth University, USA)and Tammy M. Milby (University of Richmond, USA)
DOI: 10.4018/978-1-4666-9672-3.ch015

Keywords: Education / Information Science Reference / Teacher Education

Purchase

View Post Study Abroad: To Which Reality Should the Teacher Candidates Return? on the publisher's website for pricing and purchasing information.

Abstract

Putative in the fields of psychology, sociology, education, and neuroscience is that some degree of learning takes place in significantly new situations. Ideally, study abroad will provide a multitude of new experiences for teacher candidates to relish, revel in, relate to, and recount. Thus during the study abroad experience, emotional, psychological, and cognitive intelligences of teacher candidates will transform. Prior to departure, a teacher candidate will have intentionally or unintentionally created a version of reality in their lives. Trudging uphill through the mucky streets of a small Ugandan village between tiny homes made of thatch and mire, past this morning's decapitated steer head, and amongst friendly, dirty, children playing with machetes can quickly change a person's version of reality. Practical examples of response and succor for balancing “versions of reality” will be bestowed. Finally, lessons learned to best attempt to prime teacher candidates for potentially perplexing circumstances will be imparted.

The IRMA Community

Research IRM

Post Study Abroad: To Which Reality Should the Teacher Candidates Return?

Purchase

Abstract

Related Content

IRMA Sponsors