Intrepid Teacher Abroad

• Teresa Cotner

  California State University, Chico

  https://orcid.org/0000-0003-2610-5583

  Author

This study describes development of teacher knowledge through a short term, early field experience, for preservice teachers who taught place-based art lessons in a community-center in Japan. Eight U.S. undergraduate, pre-credential students participated in this study. The author of this paper, a participant observer, collected and examined pre- and post-questionnaire responses, participant observation field notes, photographs, and one three-years-after reflection, through constant comparison, thematic analysis, and explanatory case study.  This study found no negative outcomes for preservice teachers. Findings from this study concur with a growing body of literature that explores how a short term, international, early field experience can foster the development of teacher knowledge, including pedagogy, subject matter, students and environmental context, and further suggest that short term, international, early field experiences teaching place-based art can foster professional achievement.

• PDF

Copyright (c) 2019 Teresa Cotner

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.