A window of opportunity: perspectives of preservice teachers from the United States on the customs and practices of teaching in primary schools in England

Abstract

This qualitative study investigated the perspectives of preservice teachers from the United States on the customs and practices of teaching in primary schools in England resulting from their participation in a study abroad experience. Participants were 17 teacher education candidates from a university in the southeastern United States who studied in primary schools in England for a four‐week internship. Data were collected from student reflective journals, tutors' observations, and of the study abroad experience by three researchers who also serve as tutors for the programme. The researchers used a hermeneutic approach to interpret the preservice teachers' narratives of their experience and their perceptions of the customs and practices that were distinct to the English context. Emerging themes were organised into the following four categories: learner‐centred and holistic approaches, planning and delivery of curriculum, the structured system with relaxed interactions and the role of the school in the community. Findings are discussed in relation to research and policy discourses in the US and the UK.