Abstract
ABSTRACT Preservice teachers often carry perceptions and preconceptions shaped by their own educational journeys (Lortie, 1975). In the United States, where educational practices commonly prioritize meeting objectives and employing traditional classroom methods, these pre-existing notions influence their approach to teaching. This qualitative case study focused on six preservice teachers, exploring their perspectives and experiences during a brief study abroad in Finland and Sweden. Kolb’s Experiential Learning Theory and Mezirow’s Transformative Learning Theory framed the study, examining data derived from preservice teachers’ reflections, observations, and coursework. The findings illuminated four primary insights gleaned by the participants: a newfound appreciation for viewing children as valuable members of society, an emphasis on the significance of STEM education and environmental stewardship, a heightened awareness of equity and inclusion, and the daunting challenge of effecting positive change in education. This study highlighted the dissonance experienced by students when comparing US and Scandinavian pedagogical approaches and considering potential applications of overseas practices within the US educational context. Additionally, it identified key barriers to US implementation such as accountability demands, parental expectations, and administrative constraints. The research underscores the importance of contextualized learning experiences for preservice teachers, emphasizing the value of exposure to diverse educational systems in shaping their pedagogical perspectives and practices.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call