Academic journal article McGill Journal of Education (Online)

International Practica Experiences as Events of Influence in a Teacher Candidates' Development/l'expérience D'un Stage International Comme ÉLément Influent Sur le Développement De Futurs Enseignants

Academic journal article McGill Journal of Education (Online)

International Practica Experiences as Events of Influence in a Teacher Candidates' Development/l'expérience D'un Stage International Comme ÉLément Influent Sur le Développement De Futurs Enseignants

Article excerpt

ABSTRACT. Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the Maasi Mara southwest of Nairobi. They taught in both elementary (Standard) and secondary (Form) classrooms. Eleven of these candidates responded to a questionnaire with open-ended prompts requiring reflective responses about the perceived impact of their experiences both personally and professionally. Responses were analyzed using qualitative methods to identify common themes and recurring ideas. Examining participants' responses allowed us to consider how teacher candidates perceived their personal beliefs to impact their personal and professional practices. The significance of the international practica on personal and professional beliefs and practices was evident in responses. Concerns and advantages about the impact of the international experience are explored and directions for further research are identified.

L'EXPÉRIENCE D'UN STAGE INTERNATIONAL COMME ÉLÉMENT INFLUENT SUR LE DÉVELOPPEMENT DE FUTURS ENSEIGNANTS

RÉSUMÉ. Des expériences peuvent exercer une influence sur les croyances et ces croyances peuvent à leur tour influer les pratiques. Partant de ces hypothèses, nous avons analysé les réflexions de futurs enseignants neuf mois après une expérience pratique internationale d'enseignement de trois semaines dans une région rurale du Kenya. Pour les fins de ce stage, les futurs maÎtres enseignaient dans des écoles subventionnées primaires (Standard) et secondaires (Form) d'une organisation non gouvernementale (ONG) de la région Maasi Mara, située au sud-ouest de Nairobi. Onze de ces candidats ont répondu à un questionnaire composé de questions ouvertes les invitant à réfléchir sur leurs perceptions de cette expérience sur les plans personnels et professionnels. Les réponses ont été analysées qualitativement afin d'identifier les thèmes communs et les idées récurrentes. Cet examen des réponses fournies par les participants nous a permis d'analyser comment les futurs enseignants perçoivent l'impact de leurs croyances personnelles sur leurs pratiques personnelles et professionnelles. La portée d'une expérience internationale sur les croyances et les pratiques personnelles et professionnelles est clairement ressortie dans les réponses. Les préoccupations et les avantages relatifs à l'impact d'une expérience internationale sont examinés et des indications pour des recherches futures sont formulées.

In 2006, a small University located in Northern Ontario, Canada formed a partnership with a globally-active, non-governmental, non-denominational organization. The focus of this organization is on empowering each community where it undertakes a partnership. These partnerships include school building projects, health care services, developing alternative and sustainable income projects, and clean water projects and sanitation systems. In 2006, the partnership between the NGO and the University's Faculty of Education initiated an opportunity for teachers from newly built community schools in rural Kenya and teacher candidates from Ontario to exchange professional ideas about instruction and learning. Since then, teacher candidates from the University's two campuses have had the opportunity to engage in a practicum for three weeks in Kenya. As an organizational partner, the NGO benefits by having well trained Canadian teacher candidates available in Kenya to partner with the experienced teachers in that country. Canadian teacher candidates benefit by having Kenyan teachers and NGO workers teach them about the culture of Kenya and help them negotiate the differences in the educational system within the rural areas. The Kenyan teachers benefit from exposure to interactive instructional strategies, new resources, cooperative learning approaches, and opportunities to practice teaching in English. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.