Planning Service-Learning Abroad for Teacher Candidates

Abstract

The purpose of this chapter is to provide guidelines to education college and university faculty members who are considering the implementation of an international service-learning experience for their teacher candidates. The chapter begins with a review of literature supporting the benefits of service-learning for teacher candidates. Next is a description of a service-learning trip to Costa Rica planned and implemented by an education faculty member in conjunction with a cultural diversity course designed to prepare candidates to meet the needs of English Learners (ELs). Following the description of the Costa Rica service-learning trip, the author provides guidelines and a list of questions for consideration. The guidelines are designed to assist faculty members who are considering implementing a similar service-learning experience for their teacher candidates. Finally, the chapter concludes with quotations provided by participants of the Costa Rica service-learning experience that show the overall benefits of the service-learning experience.

Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018

“…For example, teachers may go abroad to study, to actively teach in a local school, or to learn a second language. To maximize learning outcomes during stays abroad, Regalla (2016) suggested that teacher participants should be placed in local schools to develop meaningful relationships, should engage in language study to develop empathy for second language learners, and should do homestays to promote resource-based thinking about their own students. While teachers participating in study abroad programs may often spend time with other students from their own university or country, when they teach abroad, they are typically on their own for the duration the experience, which may provide a space for empowerment and promote intercultural self-efficacy .…”