The Impact of Short Term Study Abroad: Early Childhood Teacher Candidates’ Self-reflection on Transformation

Tünde Szécsi; Jill Sherman; Lindsay Iliopoulos; Katelyn Morris; Anna Osorio

doi:10.17165/TP.2016.1-2.14

Authors

Tünde Szécsi Florida Gulf Coast University
Jill Sherman Hunter Institute of Early Childhood Learning, Florida Gulf Coast University
Lindsay Iliopoulos
Katelyn Morris
Anna Osorio

DOI:

https://doi.org/10.17165/TP.2016.1-2.14

Abstract

In this study, three teacher candidates (TCs) in the United States examined their own experiences in a short term study abroad focused on early childhood education (ECE) in Hungary. Using the approach of autoethnography, they documented and analyzed their experiences about the two and a half week visit to uncover the process of transformation. The results of the data spiral analysis (Creswell, 2003) indicated specific themes of disruptive experiences and cognitive dissonance about culture, language and early childhood education. In addition, further analysis found themes related to reflection and to planned actions as a result of the transformative study abroad experience. The findings indicated that the study abroad program allowed the TCs to develop new knowledge and dispositions related to culture, language and ECE that have the potential to create long-term, deep changes in their thinking and actions.

Author Biographies

Tünde Szécsi, Florida Gulf Coast University

PhD, Professor of Early Childhood
tszecsi@fgcu.edu
Jill Sherman, Hunter Institute of Early Childhood Learning, Florida Gulf Coast University

M.E.d., Director
jsherman@fgcu.edu
Lindsay Iliopoulos

Kindergarten teacher
Katelyn Morris

First grade teacher
Anna Osorio

Kindergarten teacher

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