Abstract
This study examined perceived outcomes associated with undergraduate teacher education students who were involved in an international service learning project with impoverished children in a third world country. Qualitative data collection methods guided the study which centered upon student attitudes, perceptions, and behaviors relating to international service learning as well as any individual learning regarding a possible deepened understanding of their personal worldview or valuing of diverse peoples. Findings indicated that the participants perceived several prior expectations which did not match reality, the diversity of the new loving culture was enjoyed, and several distinct individual changes occurred as a result of the experience, particularly regarding intentions to change personal financial spending habits as well as increased intention to volunteer in the future. The implications of service learning experiences in impoverished international settings and the potential to positively cultivate participants' culturally sensitive worldviews are discussed.
Recommended Citation
Jenny, Seth E. and Jenny, Geraldine C.
(2016)
"The Impact of International Service Learning on Teacher Education Students Serving in a Third World Country,"
Teacher Education Journal of South Carolina: Vol. 9:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol9/iss1/9