While there is a growing interest in offering international teaching practicums to pre-service teachers as an approach to developing teachers' global perspectives on education, however, understanding of the impact of such practice on the host communities is insufficient or absent. This study collected data from multiple sources and, using the Theory of Change framework, examined the impact of pre-service teachers' international practicum on the school and community development in Kenya. Through exploring the context of host communities, the perceptions of Kenyan educators, and the changes that have occurred in Kenyan schools and communities, this study revealed positive development changes in Kenyan schools as the result of hosting pre-service teachers. A model of forming multi-stakeholder global partnership in higher education was presented to make the international teaching practicum a reciprocal professional development opportunity for educators in both sending and receiving countries.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Guo-Brennan, Linyuan; Francis, Carolyn; Townsend, Elizabeth; and Guo-Brennan, Michael
"Multi-stakeholder Partnership in Teacher Education and Development,"
Comparative and International Education / Éducation Comparée et Internationale: Vol. 45
, Article 2.
Available at: https://ir.lib.uwo.ca/cie-eci/vol45/iss3/2
Civic and Community Engagement Commons, Community-Based Learning Commons, International and Area Studies Commons, International and Comparative Education Commons, Other Teacher Education and Professional Development Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Scholarship of Teaching and Learning Commons