Date of Award
9-27-2018
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Diversity in the classroom, International Service Learning, Pre-Service teacher readiness
Supervisor
Rideout, Glenn
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The purpose of this ethnography is to explore the lived experiences of alumni members of Teachers for Tanzania dating from 2008 – 2015. Another purpose is to examine if there were effects on their teaching practice, and if so, what they were. Data were collected from 7 alumni members of the finite group. Data were analyzed using methods including triangulation. Evidence supporting the benefits of a Tanzanian teaching practicum was found through the information collected. The benefits of such learning experiences are discussed.
Recommended Citation
Jones, Jihan, "Do Profound Experiences Increase Profundity? An Ethnography of Canadian Teacher Candidates Experiences in Tanzania, East Africa" (2018). Electronic Theses and Dissertations. 7529.
https://scholar.uwindsor.ca/etd/7529