Books by Kids for Kids: The Impact of a Collaborative Project-Based Learning International Book Exchange on Pre-Service Teachers
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| Title: | Books by Kids for Kids: The Impact of a Collaborative Project-Based Learning International Book Exchange on Pre-Service Teachers |
|---|---|
| Language: | English |
| Authors: | Kalynn Hall Pistorio (ORCID |
| Source: | PDS Partners: Bridging Research to Practice. 2024 19(2):118-125. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Active Learning, Student Projects, Books, Elementary School Students, Authors, Student Writing Models, Foreign Countries, Faculty Development, Partnerships in Education, International Educational Exchange, Teacher Education Programs, Teacher Collaboration, Lesson Plans, Social Studies, Language Arts, Teaching Experience |
| Geographic Terms: | Uganda, United States |
| DOI: | 10.1108/PDSP-11-2023-0037 |
| ISSN: | 2833-2040 2833-2059 |
| Abstract: | Purpose: The purpose of this article is to discuss the impact of an international book exchange project done with elementary students from a professional development school partnership on the understanding of project-based learning by pre-service teachers. Design/methodology/approach: A collaborative project between a school in Uganda, a university teacher education preparation program in the United States and an elementary school resulted in a book exchange between the schools. The pre-service teachers worked to develop lesson plans related to social studies and language arts for students with and without special education needs. These lessons were then taught to students at an elementary school who are part of the university's school partnership program. Upon completion of the book exchange, pre-service and in-service teachers reflected on their experiences. Findings: Pre-service teachers reported that the project provided them a better understanding of collaborative work and project-based learning during their reflections and said they were more willing to take on large projects after seeing the buy-in and value for students. Originality/value: While pen pal and similar writing exchange programs are not novel, this project sought to explore the impact of having one embedded into a teacher training program on pre-service teacher perceptions of project-based learning and the potential impact to their future teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445164 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this article is to discuss the impact of an international book exchange project done with elementary students from a professional development school partnership on the understanding of project-based learning by pre-service teachers. Design/methodology/approach: A collaborative project between a school in Uganda, a university teacher education preparation program in the United States and an elementary school resulted in a book exchange between the schools. The pre-service teachers worked to develop lesson plans related to social studies and language arts for students with and without special education needs. These lessons were then taught to students at an elementary school who are part of the university's school partnership program. Upon completion of the book exchange, pre-service and in-service teachers reflected on their experiences. Findings: Pre-service teachers reported that the project provided them a better understanding of collaborative work and project-based learning during their reflections and said they were more willing to take on large projects after seeing the buy-in and value for students. Originality/value: While pen pal and similar writing exchange programs are not novel, this project sought to explore the impact of having one embedded into a teacher training program on pre-service teacher perceptions of project-based learning and the potential impact to their future teaching practices. |
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| ISSN: | 2833-2040 2833-2059 |
| DOI: | 10.1108/PDSP-11-2023-0037 |
