Studying Abroad and Preservice Teachers’ Professional Development

• In Event: Poster Session 6
  In Poster Session: International Field Experiences

Abstract

The role of field experiences in pre-service teachers' professional development (Clift & Brady, 2005) is clearly documented in the literature; however, there is limited research on the professional outcomes for pre-service teachers who complete a field experience internationally. This research explores how a study abroad field experience in England informs pre-service teachers’ understandings of teaching and learning and their subsequent professional development. Findings suggest pre-service teachers identify distinctions between school environments in England and in the U.S. in terms of assessment pressures, philosophy of curriculum design, perceived pacing of instructional time, child-centered instruction, and autonomy of children. Upon their return to the U.S., pre-service teachers professional development followed one of three distinct trajectories: unquestioned compliance, unresolved dissonance, and careful assimilation.

Authors

• Audra Parker, University of South Florida

• Danielle V. Dennis, University of South Florida

• Jenifer J. Schneider, University of South Florida