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
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.
