A phenomenological analysis of education major's international field experience to Ethiopia

Location

1052

Format Type

Event

Format Type

Paper

Start Date

January 2019

End Date

January 2019

Abstract

This phenomenological study is about a 2017 international field experience to Ethiopia where education majors spent 1.5 weeks in four schools and engaged in cultural activities. This study explored the impact the trip had on students. The trip was attended by one doctoral student and six undergraduate students from elementary, middle level, and special education. In the schools, students observed Ethiopian teachers, provided instructional support, co-taught lessons with their Ethiopian and American colleagues, and developed curricula and support materials. After school was dismissed daily, students engaged in cultural activities such as visiting museums, markets, churches, an animal sanctuary, and the traditional coffee ceremony. In the evening, time was dedicated to group discussions prompting personal reflection on the impact of the day’s activities. For this study, data sources were a pre- and post-trip survey, daily blog entries, photos, and digital stories. Analysis revealed 40 codes grouped into 7 categories and 3 emergent themes: (1) identifying creative solutions when instruction is not resource dependent (2) experiencing a new culture creates a sense of unity and (3) appreciation and empathy for diversity. The themes will be discussed in relation to the extant literature along with implications for practice.

Keywords

international, teaching, cross-cultural interaction

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A phenomenological analysis of education major's international field experience to Ethiopia

1052

This phenomenological study is about a 2017 international field experience to Ethiopia where education majors spent 1.5 weeks in four schools and engaged in cultural activities. This study explored the impact the trip had on students. The trip was attended by one doctoral student and six undergraduate students from elementary, middle level, and special education. In the schools, students observed Ethiopian teachers, provided instructional support, co-taught lessons with their Ethiopian and American colleagues, and developed curricula and support materials. After school was dismissed daily, students engaged in cultural activities such as visiting museums, markets, churches, an animal sanctuary, and the traditional coffee ceremony. In the evening, time was dedicated to group discussions prompting personal reflection on the impact of the day’s activities. For this study, data sources were a pre- and post-trip survey, daily blog entries, photos, and digital stories. Analysis revealed 40 codes grouped into 7 categories and 3 emergent themes: (1) identifying creative solutions when instruction is not resource dependent (2) experiencing a new culture creates a sense of unity and (3) appreciation and empathy for diversity. The themes will be discussed in relation to the extant literature along with implications for practice.