Travel to Learn

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers

Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.

International Journal of Humanities and Social Science Research, 2017

The article provides an overview on the importance of international education, and the significance of shortterm study abroad programs. It also provides specific step-by-step guidelines and recommendations to help first-time faculty members who are interested in conducting a short-term study abroad program in the field of child development and family studies. Explanations are given on conducting orientation sessions before departure, suggestions for fund raising activities, balancing the academic content with recreational and adventure excursions, making arrangements for guest speakers in the host county, arranging for visits to social service agencies, and lastly incorporating service learning activates in the program. Questions such as, "What are some of the of the typical challenges that a faculty leader is likely to encounter in the host country"? are addressed. A summary of the qualitative analyses that was obtained from the students, about their reactions to the program, and the impact that it had on them, after they returned from the 3-week program is explored.

Curriculum Internationalization and the Future of Education

Twenty-first century teachers can become more culturally competent through thoughtfully planned opportunities designed to develop global perspectives. Cultural competence can be cultivated through service-learning experiences such as study abroad, thus maximizing pre-service teachers' global preparation and future success within diverse classrooms. In this chapter, the authors discuss preparing undergraduate and graduate students for fieldwork in Liberia, South Africa, and Belize. The purpose of trips to developing countries is to teach and serve but also requires planning that acknowledges issues experienced by pre-service teachers such as anxiety and low efficacy. Upon completion of the Mercer on Mission trips, several pre-service teachers expressed their views about the usefulness of the preparation activities, which are explored within student narratives. Ultimately, the goal of the service-learning program is to support the completion of fieldwork requirements in exceptiona...

2015

2018

Procedia - Social and Behavioral Sciences, 2014

In the last decades scientific and pedagogical cooperation has been increasing both as a consequence and as a promoter of a more global world. An autoethnographic description of the experience in designing and implementing scientific modules of a Timorese teacher training programmes by a team of Portuguese teachers constitutes the starting point to reflect on the challenges and barriers of cross-border programs. It is believed that the identified learning outputs of the Portuguese teachers that participated in this particular program may constitute a valuable tool for other teachers, promoting success and effectiveness in future international cooperation strategies concerning education.

2009 Annual Conference & Exposition Proceedings

For the past five years, the United States Military Academy (USMA) at West Point and the United States Air Force Academy (USAFA) in Colorado have helped to create, develop and build an undergraduate academic program at the National Military Academy of Afghanistan (NMAA). One of the most successful parts of the program development has been the creation of the Civil Engineering core curriculum and major. The authors, all West Point engineering instructors involved with NMAA's civil engineering development, discovered many benefits from providing this academic assistance which improved their teaching abilities. While our original mission was focused on faculty, curriculum, and course development, we soon encountered numerous challenges that ultimately improved our educational skills. We quickly found ourselves deeply involved in department level planning and decision-making, complete laboratory setup and training, computer software setup and training, infrastructure assessment, faculty hiring, supply acquisition, and student development. Many of these critical, additional tasks were unfamiliar to us, since they are typically done by other senior administrators or by those in specialized jobs within our department. We were also challenged with ensuring NMAA instructors could adequately explain material to those for who English is a second language, convincing them that our advice was in the best interest of student learning, and continually making changes on the fly. This paper will detail the challenges we faced and investigate the correlation that exists between our unique experiences and our development as faculty members, stressing those things we brought back that have enhanced our teaching in the US. While our efforts were focused on one program, in one country, these lessons could be applied to any faculty members building educational programs elsewhere in the developing world. The National Military Academy of Afghanistan (NMAA) located in Kabul, Afghanistan, recently graduated its first class as a result of the combined efforts between US advisors and Afghan military leadership. 1 Its short history began in August 2003, when the Vice Dean for Education from the US Military Academy (USMA) at West Point, NY, went to Afghanistan and met with Afghan and US military officials to discuss starting a military academy. While Afghanistan has had military academies in the past, they were all modeled after Soviet institutions where there was only a military training emphasis. The NMAA model includes four pillars: academic, physical, military, and character-leadership development, all supported by a foundation of Islamic based morals and ethics. Graduates from NMAA would receive a four year undergraduate degree. This new institution would resemble West Point in many ways. The Afghan leadership envisioned this would be the way to prepare their future military leaders for the countless challenges their country faced. This institution was such a priority that in just two short years, the country was ready to start this envisioned crown jewel of military education in Afghanistan. By September 2004, the admissions process selected 120 new cadets out of the 360 applicants. Just four months later, this first class of cadets began their journey. Four years later,

The purpose of this article is to promote the benefits of the Fulbright Specialist Program—which was created in 2001 as a short-term complement to the Fulbright Scholar Program—and to encourage more public administration scholars to consider teaching abroad. After providing an overview of the Fulbright Specialist Program and the collaborative teaching approach we used for the preparation and delivery of instructional materials, it presents a number of lessons learned from the perspective of the Fulbright Specialist and the host institution for maximizing the experience of teaching abroad. This article also is dedicated to the work of Fulbright, which has pursued its mission to increase mutual understanding between the people of the United States and the people of other countries for 65 years.

Mediterranean Journal of Social Sciences , 2023

This study investigated the role of field trips in teacher education for teaching Social Studies in a developing country, focusing on Ghana and specific Colleges of Education. A descriptive survey approach was used, with 35 Social Studies tutors and 316 students participating. The study examined tutor engagement in field trips and the challenges faced during these trips. Ethical procedures were followed, and data was collected through questionnaire. The findings revealed that field trips were used occasionally or infrequently by most teachers, with virtual realities and models being used more frequently. Field trips were considered significant for both teachers and students in enhancing comprehension. Challenges in organizing field trips included the stressful planning process and obtaining approval from stakeholders. Strict restrictions and lack of funding posed additional challenges. The study recommends improving pre-and post-field trip activities, creatively engaging students in relevant environments, and addressing the complexities of planning and obtaining permissions for field trips.

2012

for her support, encouragement and guidance throughout the research and writing process. I also wish to thank my co-supervisor Dr. Shehla Burney, of the Faculty of Education at Queen's University, for her advice and guidance with respect to how this project fits into current research on education and teacher training. I would also like to express my appreciation for the support provided to me by the faculty members in the Department of Global Development Studies at Queen's University, particularly Dr. Marc Epprecht, who encouraged me to stay on for a second year in the DEVS MA program in order to further develop my research interests and expand my project into this thesis. To my colleagues in the teaching profession who so generously provided their time and insight as research participants, I would like to say thank you for contributing to this research endeavour. Finally, to my friends and family, thank you for supporting my decision to take time away from my teaching career in order to pursue graduate studies and for expressing so much interest in my research along the way.

Asia-Pacific Journal of Teacher Education, 2016

The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of "teaching-out-of-field." Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.

Advances in higher education and professional development book series, 2016

To internationalize the K-12 curriculum and instructional practices, there is an increasing need to provide study-abroad opportunities for practicing teachers. In this chapter, the authors describe the design of a recent Fulbright-Hays Group Project Abroad (GPA) program that offer practicing teachers from different grade levels and content areas the opportunity to bridge their local and global experiences. The intentional design of program activities at the pre-departure, in-country, and re-entry phases is detailed based on research regarding teachers' communities of practice, teacher change, and the cultural transition framework. In addition to program activities, the challenges faculty directors and participants experienced and the strategies employed to leverage these challenges into learning opportunities are discussed. Recommendations for similar study-abroad programs involving practicing teachers are also provided.

2007

152 focuses on international student teaching. Kenneth Cushner maintains that overseas student teaching can afford students opportunities to learn more about themselves and others, develop empathy, and increase their self-confidence and efficacy. He believes that “overseas student teaching can be a catalyst that starts teachers on a path of learning from others: their students, their colleagues, their community, and their world.”

2024

In an era defined by rapid technological advancements, shifting educational paradigms, and global challenges, the book "Global and Local Educational Projects" emerges as a testament to the diverse initiatives shaping contemporary education. With an array of chapters that traverse the intersections of technology, pedagogy, and societal relevance, this compilation explores how educators are adapting to the evolving educational landscape, both in response to the global upheavals, such as the COVID-19 pandemic, and in pursuit of innovative approaches to teaching and learning. The initial chapters of this book delve into the transformative impact of the COVID-19 pandemic on students' behavior and performance in chemistry calculation tasks on e-learning platforms. Through an updated analysis, the authors scrutinize the nuances of this unprecedented period, shedding light on the challenges faced and the adaptive strategies employed by both educators and learners. The exploration extends to the realm of scientific modeling, where the intricacies of chemical equilibrium are skillfully addressed. The authors provide valuable insights into the application of inquiry-based science in the context of distance education, illuminating the possibilities and challenges inherent in this approach. One of the unique projects featured in this compilation is "My Alz#eimer's Friend," which underscores the intersection of science education and societal issues. This innovative initiative seeks to bridge the gap between science and social awareness, offering a compassionate perspective on Alzheimer's disease. The interdisciplinary project, "Kitchen as Home Laboratory," brings the world of science into primary schools, demonstrating how everyday spaces can be transformed into hubs of experiential learning. Through this chapter, the book advocates for a holistic and hands-on approach to education, especially in the formative years. Recognizing the crucial role of excursions in teacher preparation, the book explores the significance of out-of-school learning experiences in shaping the perspectives and competencies of future chemistry teachers. This chapter emphasizes the practical aspects of teacher training that extend beyond the confines of the classroom. Motivation, both for students and teacher study candidates, takes center stage in this compilation. The authors delve into the intricacies of cultivating motivation for learning, whether it be through foreign didactic internships or the integration of green chemistry principles into experimental teaching.