The Belize Project: A Host School Perspective

While the research literature is replete with studies on student perspectives and theirdevelopment of cross-cultural sensitivity, research on the perspectives of educators who host international preservice teachers is woefully lacking. This study seeks to fill that gap by assessing the experiences of 15 educators at an elementary host school in Belize. It draws on their experiences with hosting the Belize Project, a week-long international field experience.Our findings lead to two major conclusions. Culture and completing a field experience in a classroom in another country are two closely intertwined and difficult to disentangle experiences. It is a reciprocal process in which both participating partners, the teacher candidates and host school community, reap the benefits of both a cultural and educational exchange. Not only does it benefit the student teachers, it also contributes to the professional development of the host school community and its educators. Despite the short length of the project, the mentor teachers and administrators unanimously agreed that its benefits clearly outweigh its challenges

The social studies methods course: what do teacher candidates know and want to know about teaching social studies?

During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007; Erikson, 1986; Patton, 2002) and content analysis (Patton, 2002) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed. © 2010 Taylor & Francis