The growing need to prepare American students with a global perspective and promote mutual understanding, has urged several colleges and universities across U.S to send their graduate and undergraduate students to nontraditional destinations with particular emphasis on developing countries such as Africa, Asia, South America or India to study or student teach. This paper reports descriptive data yielded through hermeneutic phenomenological methodology; the meaning of student teaching and how it was experienced by 14 student teachers from a teacher education and professional development program at a public university in Midwestern United States. Descriptive data yielded multiple meanings.
|Keywords:||Nontraditional Settings, Modus Operandi, Phenomenological Hermeneutics|
Associate Professor of Curriculum Instruction and Supervision, College of Education and Human Services, Teacher Education and Professional Development, Central Michigan University, Midland, Michigan, USA
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