Multicultural Competence in a Study Abroad Program: A Case Study in Fitness for Profession

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

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From Cultural Immersion to Professional Growth

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1057-4.ch021 ◽

2017 ◽

pp. 383-399

Author(s):

Carrie E. Hong ◽

Samantha Kopp ◽

Shanthia Williams

Keyword(s):

Study Abroad ◽

Professional Growth ◽

Classroom Teacher ◽

Cultural Immersion ◽

Future Research ◽

Structured Interviews ◽

Study Abroad Programs ◽

Descriptive Case Study ◽

Study Abroad Program

This chapter presents a case study that explores impacts of the cultural immersion afforded from a study abroad program on teachers' professional growth over time. First, the study examined two teachers' cultural immersion process from their reflections and survey answers collected before, during, after the study abroad. Second, impacts of the study abroad experiences on classroom instruction were explored, using descriptive case study and phenomenology methods. Data from semi-structured interviews and teacher lesson observations were analyzed to explore to what extent the teachers infused diversity and multiculturalism in their instruction. The results of the study describe lived experiences of the two teachers who participated in a summer study abroad program that allowed unique experiences of cultural immersion and professional growth as a classroom teacher. The chapter also includes suggestions for future research that explores impacts of study abroad programs on teachers and their students.

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Lessons Learned

Study Abroad Opportunities for Community College Students and Strategies for Global Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6252-8.ch008 ◽

2019 ◽

pp. 120-130

Author(s):

Taryn Gassner Tangpricha

Keyword(s):

Community College ◽

Study Abroad ◽

Lessons Learned ◽

Student Enrollment ◽

Mutual Benefit ◽

Community Members ◽

Technical Community ◽

Study Abroad Program ◽

Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

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Intermittent Second-Language Intensification in the Host Culture: An Ethnographic Case Study of a Heritage Speaker in a Study-Abroad Program

Intercultural Competence Past, Present and Future - Intercultural Communication and Language Education ◽

10.1007/978-981-15-8245-5_3 ◽

2021 ◽

pp. 43-66

Author(s):

Christian Abello-Contesse

Keyword(s):

Second Language ◽

Study Abroad ◽

Ethnographic Case Study ◽

Host Culture ◽

Heritage Speaker ◽

Study Abroad Program

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A Case Study on Community and Identity in a Study Abroad Program

The Cambridge Handbook of Organizational Community Engagement and Outreach ◽

10.1017/9781108277693.007 ◽

2019 ◽

pp. 113-130

Author(s):

Lisa Slattery Walker ◽

Scott T. Fitzgerald

Keyword(s):

Study Abroad ◽

Study Abroad Program

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An Exploration of the Cultural Adaptation Process during an International Experience in France

Journal of International Agricultural and Extension Education ◽

10.5191/jiaee.2016.23304 ◽

2016 ◽

pp. 58-71 ◽

Cited By ~ 1

Author(s):

Nathan W. Conner ◽

T. Grady Roberts ◽

James Sterns

Keyword(s):

Study Abroad ◽

Group Dynamics ◽

Cultural Adaptation ◽

Participant Observation ◽

Cultural Barriers ◽

Cultural Learning ◽

Short Term Study ◽

Career Growth ◽

Study Abroad Program

The purpose of this study was to explore how a group of students experienced cultural adaptation during a short-term study abroad program in Paris, France. The intrinsic case study was used and data collection methods included pre-experience questions, reflective journaling, post-experience questions, and participant observation. The grounded theory analysis method was used to identify the following eight stages of cultural adaptation: a) Initial Feelings, b) Cultural Uncertainty, c) Cultural Barriers, d) Cultural Negativity, e) Group Dynamics, f) Academic and Career Growth, g) Feelings throughout the Program, and h) Cultural Growth. Findings indicated that participants experienced cultural adaptation in a non-linear fashion and study abroad facilitators should incorporate and encourage cultural learning.

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