Abstract
Clinical field experiences are essential components of teacher education programs. Though largely missing from most teacher education programs, cross-cultural field experiences aid teacher development by broadening their perspectives of diversity, teaching, and learning. This chapter explores the experiences of both preservice and in-service teachers who participated in a four-week intensive field experience in Cambridge, England. The Cambridge Schools Experience (CSE) curriculum emphasizes: 1) noticing and naming literacy practices, 2) deepening understandings of literacy teaching and learning, 3) being responsive in the moment, and 4) being a collaborative educator. Along with findings from the study, we discuss the program structure, as well as barriers to implementation and suggestions for overcoming those barriers to ensure program longevity.
| Original language | English (US) |
|---|---|
| Title of host publication | Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers |
| Publisher | IGI Global |
| Pages | 256-274 |
| Number of pages | 19 |
| ISBN (Electronic) | 9781522510581 |
| ISBN (Print) | 9781522510574 |
| DOIs | |
| State | Published - Nov 17 2016 |
| Externally published | Yes |
ASJC Scopus subject areas
- General Social Sciences
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