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Stefan Ward, Heidi Henschel Pellett and Mark I. Perez


The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.


A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.


Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.


CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.

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Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll

disequilibrium and service-learning in physical education teacher education: Perceptions of pre-service teachers in a study abroad experience . Journal of Teaching in Physical Education, 36 ( 1 ), 70 – 82 . doi: 10.1123/jtpe.2015-0006 Webster , C.A. , Nesbitt , D. , Lee , H. , & Egan , C. ( 2017

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Andrea R. Taliaferro and Sean M. Bulger

; something must be done with it. Similarly, transformation alone cannot represent learning, for there must be something to be transformed” (p. 42). Experiential learning theory has been applied to a variety of areas within systems of higher education including opportunities such as study abroad, field