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dc.contributor.authorAamaas, Åsmund
dc.contributor.authorNodeland, Tuva Skjelbred
dc.contributor.authorDuesund, Knut Henning
dc.date.accessioned2020-03-20T13:07:23Z
dc.date.available2020-03-20T13:07:23Z
dc.date.created2019-10-31T11:04:16Z
dc.date.issued2019
dc.identifier.citationAsia-Pacific Journal of Teacher Education. 2019.en_US
dc.identifier.issn1359-866X
dc.identifier.urihttps://hdl.handle.net/11250/2647866
dc.description.abstractInternational teaching placements are offered to students in many Initial Teacher Education institutions. The outcomes for preservice teachers in these international settings are widely researched and debated, but few studies focus on the experience of the receiving side. This article investigates outcomes for Indian cooperating teachers in eight schools after receiving cohorts of Norwegian preservice teachers on placement over a period of twenty years. Through an analysis of qualitative research interviews with twenty-one Indian teachers, the article explores how a host community perceives and assesses its outcomes from the placements. The article finds that the teachers view their outcomes mainly in terms of exposure to new and different pedagogical methods, and as personal enrichment through encountering a foreign culture. The impact on pedagogical practices or school culture however, seems to be minimal due to systemic differences and barriers.en_US
dc.language.isoengen_US
dc.titleOutcomes from international teaching placements – what’s in it for the receiving side? A case of Norwegian preservice teachers in Indian schoolsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.pagenumber14en_US
dc.source.journalAsia-Pacific Journal of Teacher Educationen_US
dc.identifier.doi10.1080/1359866X.2019.1680954
dc.identifier.cristin1742739
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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