Learning about Self and Others: A Case Study of Global Service-learning
Conference Tracks
About SoTL – Analysis, synthesis, reflection, and discussion
Abstract
This project examined the impact of a globally focused service-learning project implemented in a multicultural education course in a Midwestern university. This project facilitated critical self-reflection and build cross-cultural competence while nurturing a partnership with two schools that serve students with disabilities in Vietnam. Through a service-learning project, preservice teachers connected via Skype with the principals/teachers at schools in Vietnam to identify and subsequently develop needed instructional materials for students with mild, moderate, and severe disabilities. Qualitative data reveal the shifting attitudes of preservice teachers. Implications include strategies for teacher educators to better facilitate the intercultural dialogue.
Session Format
Research Brief and Reflection Panels
Location
Room 3
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Lin, Miranda, "Learning about Self and Others: A Case Study of Global Service-learning" (2019). SoTL Commons Conference. 44.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/44
Learning about Self and Others: A Case Study of Global Service-learning
Room 3
This project examined the impact of a globally focused service-learning project implemented in a multicultural education course in a Midwestern university. This project facilitated critical self-reflection and build cross-cultural competence while nurturing a partnership with two schools that serve students with disabilities in Vietnam. Through a service-learning project, preservice teachers connected via Skype with the principals/teachers at schools in Vietnam to identify and subsequently develop needed instructional materials for students with mild, moderate, and severe disabilities. Qualitative data reveal the shifting attitudes of preservice teachers. Implications include strategies for teacher educators to better facilitate the intercultural dialogue.
