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Journal article
Global Experiential Practicum: Perceptions from Teacher and Leadership Participants
New waves (Rockville, Md.), Vol.26(1)
Summer 2023
Abstract
The National Center for Education Statistics (Irwin et al., 2022) reported diverse groups accounted for 54% of students while White students counted for 46% in U.S. public elementary and secondary schools. Literature Review A growing body of studies on study abroad has documented its needs, significance, various models and benefits for students, while studies on global experiential learning demonstrated its theoretical underpinning, roles, formats, challenges and benefits for students and the global society. Global Experiential Practicum: Significance and Impact Multiple studies have illustrated that global practicums may have lifelong impact on students, in particular, an increase in cross-cultural sensitivity, cultural self-awareness, and social and global awareness (Association for Experiential Education, n.d.; Bartle, 2015; Gay, 2018; Jurgens & McAuliffe, 2004; McDowell et al., 2012; Zimmermann & Neyer, 2013). The global experiential learning framework with its various models have been used in many fields to benefit and impact students from social work (Boateng, et al. 2013), psychology (Earnest et al., 2016), biological sciences (McLaughlin & Johnson, 2006), and pre-service English Language teachers (Mahon & Cushner, 2002; Barkhuizen & Feryok, 2006; Lee, 2009; Kim, 2017).
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Details
- Title
- Global Experiential Practicum
- Publication Details
- New waves (Rockville, Md.), Vol.26(1)
- Resource Type
- Journal article
- Publisher
- Chinese American Educational Research and Development Association
- Copyright
- © 2023. This work is published under https://caerda.org/policies.php (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
- Identifiers
- 99380624724406600
- Academic Unit
- School of Education
- Language
- English