Development and Evaluation of an International Service-Learning Program in Tanzania for Canadian Teacher Candidates

• In Event: International Perspectives on Social Justice in Teacher Education

Abstract

Drawing on the transformative learning theory, this study - i) describes the development of an international service learning (ISL) program in the East African country of Tanzania, offered as part of the teacher education program of the Faculty of Education, University of Windsor, Canada, ii) evaluates the effects of this experience on the teacher candidates' learning about teaching in a different socio-economic context, iii) explores the program's impact on the students in stimulating deep reflection and fostering strong personal and professional relationships with children in Tanzania, and finally, iv) investigates the emergence of new or unexamined challenges and benefits of such short-term ISL program. Based on a qualitative phenomenological design, the study examines the pedagogical distinctiveness of this program.

Authors

• Andrew M.A. Allen, University of Windsor

• M. Saidur Rahman, University of Victoria

• Hassan S. Adan, Government of Ontario