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dc.contributor.supervisor Lewthwaite, Brian (Curriculum, Teaching and Learning) en_US
dc.contributor.author Wiebe, Ryan
dc.date.accessioned 2012-09-06T13:33:27Z
dc.date.available 2012-09-06T13:33:27Z
dc.date.issued 2012-09-06
dc.identifier.uri http://hdl.handle.net/1993/8608
dc.description.abstract Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Preservice teacher education en_US
dc.subject cross cultural education en_US
dc.subject international student-teaching practicum en_US
dc.subject multicultural education en_US
dc.title The potential influence of international student-teaching practicums in the preparation of preservice teachers en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Schmidt, Clea A. (Curriculum, Teaching and Learning) Piquemal, Nathalie (Educational Administration, Foundations and Psychology) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2012 en_US


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