Study abroad: Examining impact on preservice teachers and multicultural issues

2014 ◽  
Author(s):  
Chandni D. Shah ◽  
Ayse Ciftci ◽  
Aman Yadav
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Multicultural Issues

Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience

2017 ◽  
Vol 36 (1) ◽  
pp. 70-82 ◽  
Author(s):  
Stefan Ward ◽  
Heidi Henschel Pellett ◽  
Mark I. Perez
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Study Abroad ◽  
Physical Education Teacher Education ◽  
Multiple Data ◽  
Teachers Experiences ◽  
Data Source ◽  
Axial Coding ◽  
Member Checks ◽  
Cognitive Disequilibrium

Purpose: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.Method: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: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”.Discussion/Conclusions: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.

Teacher Candidates in International Contexts

2017 ◽  
pp. 295-321 ◽  
Author(s):  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Colleges Of Education ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
International Teaching

Colleges of education are under pressure to produce globally competent teachers. Within this context, there has been increasing support for participation in international field experiences. This chapter presents findings associated with a study abroad experience on preservice teachers' cultural awareness and efficacy for culturally responsive practices. Implications will address the development of understanding of the various issues that surround international teaching experiences for preservice candidates.

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers

2009 ◽  
Vol 18 (1) ◽  
pp. 323-339 ◽  
Author(s):  
JoAnn Phillion ◽  
Erik L. Malewski ◽  
Suniti Sharma ◽  
Yuxiang Wang
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Lived Experience ◽  
Life Experience ◽  
Field Experiences ◽  
Multicultural Awareness ◽  
Studying Abroad ◽  
Course Work ◽  
Political Relationships ◽  
Starting Point

This article discusses research that indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. With course work and field experiences that are grounded in multicultural life-experience, the authors argue that preservice teachers begin to develop the awareness, sensitivity, and skills they urgently need to bridge the gap between White teachers and their historically underprivileged student populations and to understand the rapidly diversifying classrooms in which they will teach. 

scholarly journals Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

2018 ◽  
Vol 23 (1) ◽  
pp. 84-105 ◽  
Author(s):  
Erik Jon Byker ◽  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Mixed Methods Research ◽  
Research University ◽  
The United States ◽  
Global Competencies ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program ◽  
The Impact

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article’s theoretical frame for the investigation of the impact of this study abroad program. The study’s participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States ( N = 21). Using a mixed-methods research design, the study examined the participants’ perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers’ global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

Developing a Multicultural Cross-Curricular Study Abroad Experience

2017 ◽  
pp. 221-236
Author(s):  
Mary-Kate Sableski ◽  
Jackie M. Arnold ◽  
John White
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
General Education ◽  
Diverse Society ◽  
Reflective Practitioners ◽  
Historical Literacy ◽  
The University ◽  
Study Abroad Program ◽  
Required Courses

Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

Study Abroad Australia

2017 ◽  
pp. 87-110
Author(s):  
Johnell Bentz ◽  
Jamie N. Pearson ◽  
Allison Witt
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Student Perceptions ◽  
Short Term ◽  
Long Term Study ◽  
Teachers Experiences ◽  
Research Findings ◽  
Study Abroad Program ◽  
Participant Outcomes

Research findings suggest that teaching experiences abroad have a significant impact on participant outcomes and perceptions; however, findings have also indicated that short-term experiences in particular, may not have the same impact as long-term study abroad experiences. This chapter highlights the facilitators and challenges of planning and developing a short-term, faculty-led experience abroad to Australia for preservice teachers. This three-week study abroad experience included immersive experiences and a commitment to critically examining issues surrounding diversity. The authors also describe a research study that was embedded in the study abroad program, known as Photovoice. Photovoice was employed as a means to document the preservice teachers' experiences and perceptions related to diversity. Participant photos and descriptions represent student perceptions of how diversity is represented in Australian schools and society.

Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs

2021 ◽  
pp. 91-111
Author(s):  
Alankrita Chhikara ◽  
Stephanie Oudghiri ◽  
Michael Lolkus ◽  
Erin N. Rondeau-Madrid ◽  
JoAnn I. Phillion
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Study Abroad ◽  
Community Engagement ◽  
Community Members ◽  
Study Abroad Programs ◽  
Goals And Objectives ◽  
Selection Of ◽  
Three Components

The authors present findings from their study of how preservice teachers (PSTs) experienced and conceptualized social justice during two study abroad (SA) programs to Honduras and Tanzania. This study examined instructor intentionality (II), the purposefulness on the part of instructors in designing the goals and objectives of study abroad through a selection of context, curriculum, and community engagement. Intentional programming that sought to unfossilize prejudices by providing non-Western-centric curricula was emphasized. In this case study, authors analyzed and interpreted data using a framework for social justice rooted in three components: redistribution, recognition, and representation. The themes discussed in this chapter address (1) the influence of partnerships with community members in the development of social justice curricula; (2) differences across SA programs indicative of multiple approaches to social justice; and (3) various contexts, experiences, and curricula in cultivating social justice-minded educators.

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