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Fieldwork in Developing Countries: Preparing Pre-Service Teachers

Fieldwork in Developing Countries: Preparing Pre-Service Teachers

Michelle Vaughn, Karen Weller Swanson
Copyright: © 2018 |Pages: 20
ISBN13: 9781522527916|ISBN10: 1522527915|EISBN13: 9781522527923
DOI: 10.4018/978-1-5225-2791-6.ch015
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MLA

Vaughn, Michelle, and Karen Weller Swanson. "Fieldwork in Developing Countries: Preparing Pre-Service Teachers." Curriculum Internationalization and the Future of Education, edited by Semire Dikli, et al., IGI Global, 2018, pp. 273-292. https://doi.org/10.4018/978-1-5225-2791-6.ch015

APA

Vaughn, M. & Swanson, K. W. (2018). Fieldwork in Developing Countries: Preparing Pre-Service Teachers. In S. Dikli, B. Etheridge, & R. Rawls (Eds.), Curriculum Internationalization and the Future of Education (pp. 273-292). IGI Global. https://doi.org/10.4018/978-1-5225-2791-6.ch015

Chicago

Vaughn, Michelle, and Karen Weller Swanson. "Fieldwork in Developing Countries: Preparing Pre-Service Teachers." In Curriculum Internationalization and the Future of Education, edited by Semire Dikli, Brian Etheridge, and Richard Rawls, 273-292. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2791-6.ch015

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Abstract

Twenty-first century teachers can become more culturally competent through thoughtfully planned opportunities designed to develop global perspectives. Cultural competence can be cultivated through service-learning experiences such as study abroad, thus maximizing pre-service teachers' global preparation and future success within diverse classrooms. In this chapter, the authors discuss preparing undergraduate and graduate students for fieldwork in Liberia, South Africa, and Belize. The purpose of trips to developing countries is to teach and serve but also requires planning that acknowledges issues experienced by pre-service teachers such as anxiety and low efficacy. Upon completion of the Mercer on Mission trips, several pre-service teachers expressed their views about the usefulness of the preparation activities, which are explored within student narratives. Ultimately, the goal of the service-learning program is to support the completion of fieldwork requirements in exceptional contexts while adequately preparing students to be effective across a variety of diverse settings and activities.

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