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Minority-World Preservice Teachers' Understanding of Contextually Appropriate Practice While Working in Majority-World Early Childhood Contexts
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Madrid Akpovo, Samara; Nganga, Lydiah; Acharya, Diptee – Journal of Research in Childhood Education, 2018
International field experiences in Kenya and Nepal supplied data for two collaborative ethnographic research projects that analyze, using the concept of contextually appropriate practice (CAP), how minority-world early childhood preservice teachers define "quality" practices. The term "minority-world" is used for educators who…
Descriptors: Preservice Teachers, Developing Nations, Ethnography, Foreign Countries
An Examination of Longevity of Impact of an International Practicum Experience on Teachers' Beliefs and Practices Four Years Later
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Maynes, Nancy; Allison, John; Julien-Schultz, Lynn – International Education Studies, 2013
In March 2009, seventeen preservice teachers and their Faculty of Education supervisors spent three weeks living in rural Kenya and teaching in the schools built and supported by a well-known NGO. The impact of this experience on the preservice teachers was studied nine months after the trip. Now, over four years later, we have conducted a further…
Descriptors: Foreign Countries, Preservice Teachers, Practicums, Study Abroad