Learning Outcomes of Pre-Service Teachers Studying Abroad in Brighton, England
Track
Research Project / Assessment of Student Learning
Abstract
This presentation reports on the learning outcomes of pre-service teachers who participated in a three-week study abroad program in Brighton, England, where they engaged in using drama techniques in the classroom and visited local schools. Research has shown a number of benefits that result from a study abroad experience, such as development of intercultural sensitivity and communication skills, and an increase in the knowledge of the host country, and in self-awareness (Parsons, 2010). Furthermore, research indicates that even a short term study abroad program, lasting between several weeks to one month, can be beneficial (Bell & Anscombe, 2013; Vatalaro, Szente, & Levon, 2015). This qualitative study used constant comparative analysis to analyze the learning activities, including reflections and discussions, that the participants completed pre-departure, on-site and upon the return home. The findings indicate that the participants identified a number of similarities and difference in various aspects of education in the United States and England. The participants also reported out-of-class learning outcomes such as increased self-confidence, flexibility, and an emerging sense of adventure. The presentation will describe the learning activities, assessment tools, and recommendations for developing activities that lead to student self-reflection and growth and provide opportunities for discussion among attendees.
Session Format
Presentation Session
Location
Room 211
Publication Type and Release Option
Event
Recommended Citation
Mikulec, Erin, "Learning Outcomes of Pre-Service Teachers Studying Abroad in Brighton, England" (2016). SoTL Commons Conference. 93.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/93
Learning Outcomes of Pre-Service Teachers Studying Abroad in Brighton, England
Room 211
This presentation reports on the learning outcomes of pre-service teachers who participated in a three-week study abroad program in Brighton, England, where they engaged in using drama techniques in the classroom and visited local schools. Research has shown a number of benefits that result from a study abroad experience, such as development of intercultural sensitivity and communication skills, and an increase in the knowledge of the host country, and in self-awareness (Parsons, 2010). Furthermore, research indicates that even a short term study abroad program, lasting between several weeks to one month, can be beneficial (Bell & Anscombe, 2013; Vatalaro, Szente, & Levon, 2015). This qualitative study used constant comparative analysis to analyze the learning activities, including reflections and discussions, that the participants completed pre-departure, on-site and upon the return home. The findings indicate that the participants identified a number of similarities and difference in various aspects of education in the United States and England. The participants also reported out-of-class learning outcomes such as increased self-confidence, flexibility, and an emerging sense of adventure. The presentation will describe the learning activities, assessment tools, and recommendations for developing activities that lead to student self-reflection and growth and provide opportunities for discussion among attendees.
