Universal Journal of Educational Research Vol. 3(11), pp. 787 - 792
DOI: 10.13189/ujer.2015.031102
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Demonstrating Pre-service Teacher Learning through Engagement in Global Field Experiences

Raymond W. Francis ^*
Department of Teacher Education and Professional Development, Central Michigan University, USA

ABSTRACT

Global opportunities for students to engage in teaching and learning have the potential to have a great impact on their professional knowledge base as a future teacher. However, little information is available about how global field experiences impact pre-service teachers' understanding due to substantial challenges in collecting and analyzing authentic student growth as a direct result of engaging in global field experiences. Due to the consistent growth demonstrated by all members of the study, and the key statistical significant differences between the pre-experience and post-experience groups, as well as within the pre-experience and post-experience groups, it is likely that the global field experience participated in by all pre-service teachers had a positive impact on students' growth and understanding of effective teaching. Of course additional study is needed. However, it appears that global field experiences have the potential to impact student growth and learning in an important manner.

KEYWORDS
Global Learning, Field Experiences, Teacher Education, Teacher Preparation

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Raymond W. Francis , "Demonstrating Pre-service Teacher Learning through Engagement in Global Field Experiences," Universal Journal of Educational Research, Vol. 3, No. 11, pp. 787 - 792, 2015. DOI: 10.13189/ujer.2015.031102.

(b). APA Format:
Raymond W. Francis (2015). Demonstrating Pre-service Teacher Learning through Engagement in Global Field Experiences. Universal Journal of Educational Research, 3(11), 787 - 792. DOI: 10.13189/ujer.2015.031102.