A poststructural analysis of study abroad as teacher preparation pedagogy: Thinking through theory for generative practice

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.

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Diverse Literature and Place-Based Education Through Study Abroad, Partnerships, and Pedagogy

Advances in Early Childhood and K-12 Education - Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals ◽

10.4018/978-1-7998-7375-4.ch022 ◽

2021 ◽

pp. 438-459

Author(s):

Holly Hilboldt Swain ◽

Tracey S. Hodges

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Study Abroad ◽

Reading Instruction ◽

Family Literacy ◽

Teacher Preparation Program ◽

Content Areas ◽

Children's Book ◽

Theoretical Support ◽

Place Based Education

As the reading lives of teachers are also connected to their reading instruction with their early childhood and elementary students, one emphasis of preservice literacy courses is to encourage future teachers to read and consider diverse texts and the emotional and empathetic connections with them. Through the development of an appreciation for diverse picture books and their value within classrooms, preservice teachers are more prepared to integrate these texts throughout the content areas. This chapter explores place-based education in a teacher preparation program and (1) defines and provides theoretical support for using place-based education to prepare preservice teachers to instruct with children's literature; (2) discusses five ways the authors engage preservice teachers in place-based education: Children's Literary Tour of London and Paris (study abroad), Children's Book Festival Collaboration, Family Literacy Nights, Partnerships with Librarians, and Instagram Challenges; and (3) discusses each of these research-informed experiences and shares examples.

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Innovative Study Abroad Models

Advancing Teacher Education and Curriculum Development through Study Abroad Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9672-3.ch002 ◽

2016 ◽

pp. 22-35 ◽

Cited By ~ 2

Author(s):

Tammy M. Milby ◽

Joan A. Rhodes ◽

Michael R. Scott

Keyword(s):

Teacher Preparation ◽

Study Abroad ◽

Development Process ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Curricular Development ◽

International Experiences

This chapter discusses how to integrate international experiences into the curricular development process for educators working in teacher preparation programs. The authors explain the various models which may be used when planning a study abroad experience. The writers then examine study abroad timeframes and the advantages of planning trips of varying lengths. Next, tips for designing curricular experiences which enhance learning are described. Finally, the chapter provides an overview of practical considerations for trip organizers on topics including study abroad administration, recruitment, and funding issues. The chapter concludes with a discussion of planning considerations for keeping students at the center of the study abroad experience.

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Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00167 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1231-1242

Author(s):

Celeste Domsch ◽

Lori Stiritz ◽

Jay Huff

Keyword(s):

United States ◽

Study Abroad ◽

Cultural Awareness ◽

Qualitative Data ◽

The United States ◽

Self Report ◽

Global Awareness ◽

Short Term ◽

Term Study ◽

Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

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