scholarly journals Global Literature in Tandem with Study Abroad: Cultivating Intercultural Competence for Preservice Teachers

2021 ◽  
Vol 33 (2) ◽  
pp. 61-78
Author(s):  
Adriana Medina ◽  
Karoline Kiefel
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Context ◽  
Cultural Awareness ◽  
Global Perspective ◽  
Literature Study ◽  
Global Literature ◽  
Cultural Perspectives

The purpose of this study was to examine how literature study and study abroad, in combination as methods of internationalization, influence preservice teachers’ (PSTs) intercultural competence and potential future classroom practices. Elementary education PSTs studied abroad in Germany for five weeks. As part of the preparation, they read a German novel identified as global literature. While abroad, they saw the corresponding movie and had conversations with German peers to better understand it within its cultural context. Three sources of data - My Cultural Awareness Profile, a Germany Questionnaire, and a Critical Blueprint novel reflection essay – were analyzed. To better connect experiential learning abroad to future teaching, faculty guided PSTs to critically examine their pre- and post-responses. The findings indicate global literature is effective to begin to shift PSTs cultural perspectives. In combination, literature study and study abroad bring a global perspective to teacher preparation that can cultivate PSTs’ intercultural competence.

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.

A Vygotskian approach to mediating learner intercultural competence during study abroad

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Matthew E. Poehner ◽  
Michelle L. Pasterick
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Learning Environments ◽  
Intercultural Competence ◽  
Cultural Context ◽  
Online Course ◽  
Formal Learning ◽  
Abstract Concepts ◽  
Language Program ◽  
Vygotskian Theory

Abstract This study examines learner interaction with mediating resources designed to promote their intercultural competence (Byram, 2009; Deardorff, 2009) during study abroad that were made available to them through an online instructional space. In this way, the project offers a response to the challenges of students attempting to navigate a new cultural context without affordances characteristic of formal learning environments (i. e. an instructor, assigned readings, organized discussions). Undergraduate learners from a U. S. university foreign language program were enrolled in an online course organized according to principles of Vygotskian theory (2012), specifically the importance of abstract concepts and models for mediating thinking. Selected readings introduced learners to an intercultural communicative framework and discussions guided learners to reflect upon and interpret their experiences in light of ideas presented in the readings. Analysis of participant reflections and discussions reveal participant intercultural competence and ways in which it was mediated through the online course.

scholarly journals How Disorienting Experiences in Informal Learning Contexts Promote Cross-Cultural Awareness in Preservice Teachers: Findings From a Study Abroad Program

2012 ◽  
Vol 5 (2) ◽  
pp. 281-294 ◽  
Author(s):  
Suniti Sharma ◽  
Kadriye El-Atwani ◽  
Jubin Rahatzad ◽  
Jason Ware ◽  
JoAnn Phillion ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Informal Learning ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Interpretive Phenomenology ◽  
Studying Abroad ◽  
Learning Contexts ◽  
Study Abroad Program

In this study we discuss how disorienting experiences in informal learning contexts promote cross-cultural awareness in preservice teachers during a study abroad program to Honduras. We used interpretive phenomenology via semi-structured interviews to examine how nine preservice teachers made sense of their experiences studying abroad. We found that immersing preservice teachers in informal learning contexts and diverse cultural settings other than their own fosters new socio-cultural insights in relation to their roles as future educators.

scholarly journals Shifting Teacher Cultural Awareness and Teaching through Study Abroad Experiences

2018 ◽  
Vol 3 (1) ◽  
pp. xx-xx
Author(s):  
Lydia Kyei-Blankson ◽  
Mohamed Nur-Awaleh
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Preservice Teacher ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
Underrepresented Students ◽  
Structured Interview ◽  
Funding Mechanism ◽  
Studying Abroad ◽  
Preservice Teaching

Preservice teacher study abroad experiences and its influence on cultural awareness and teaching is explored in this paper. Participants in this study include preservice teachers from a large teacher education program. Teacher reflections and one-on-one semi-structured interview data were gathered, transcribed, coded, and analyzed for themes. The preservice teacher responses show generally an overall positive study abroad experience. Through their study abroad experiences, the preservice teachers learned about a different culture, different customs and a different language. They also learned about how a different country’s school system works.   One of the implications of this study is that we recommend that colleges’ of education as well as other colleges to develop a robust funding mechanism that include scholarships that will defray the cost of studying abroad, especially for underrepresented students. The finding and results from this study can be used as way to internationalize campuses. Indeed, preservice students in our data noted that they enjoyed their experience and gained cultural competence skills that will enhance their preservice teaching experiences.

Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms

2018 ◽  
Vol 38 ◽  
pp. 194-200 ◽  
Author(s):  
Shondel J. Nero
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Dominican Republic ◽  
Intercultural Competence ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
New York University ◽  
Responsive Pedagogy

ABSTRACTThis article describes the conception, goals, design, and evaluation of a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. Taking a critical approach to teacher education and drawing on four interrelated areas of research—second language acquisition, study abroad, culturally responsive pedagogy, and intercultural competence—the program sought to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Program evaluation revealed that participants developed more critical understandings of the Dominican language, culture, and education system, which they could harness to practice culturally responsive pedagogy.

scholarly journals Enhancing Business Students International Capabilities Through Global Education Programs

2011 ◽  
Vol 3 (6) ◽  
Author(s):  
Aristides R. Baraya ◽  
Michael C. Budden ◽  
Rusty L. Juban
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Business ◽  
Global Education ◽  
Cultural Awareness ◽  
The United States ◽  
Cross Cultural ◽  
Global Perspective ◽  
Education Programs ◽  
Study Abroad Programs

Today, the development of a global vision is the cornerstone that guarantees personal, economic and social development, improves competitiveness, and strengthens democracy. Future business professionals will need to understand international business patterns and cultures in order to successfully work in corporations in either the United States or abroad. One way to achieve these goals is through the use of study abroad programs.  Study abroad programs develop cross-cultural awareness as well as the interpersonal and professional skills necessary to operate in a changing business environment.A common perception of North Americans is that they are in general ethnocentric and resist efforts to internationalize. While this may or may not be true for all those who reside in the United States, it is undeniable that future college graduates require a better education in international business and cross-cultural differences. The Association to Advance Collegiate Schools of Business International (AACSB) has risen to this challenge by requiring participating schools to include a global perspective in their business education programs. In accordance with AACSB accreditation, colleges and universities must incorporate into their mission a focus on “strong and growing global economic forces” (AACSB Standards for Business Accreditation, 1991). For business schools, this entails covering topics that convey to students the United States’ role in the global environment and understanding economic and cultural dynamics that play a role in transactions between businesses in other countries. Teaching the intricacies of international business law and the difficulties associated with marketing to individuals of a different language cause can lead to a diminished learning environment in traditional classroom settings. In response to AACSB’s charge to improve education on international issues, some schools have stepped out of the classroom and literally moved courses into the global marketplace (Pretzels & Curico, 1996). This paper discusses the rationale for experiential education programs, the benefits of these initiatives to students, and current trends in international study abroad programs.

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

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.

Business Study Abroad Tours for Non-Traditional Students: An Outcomes Assessment

2005 ◽  
Vol 11 (1) ◽  
pp. 143-163 ◽  
Author(s):  
Spero C. Peppas
Keyword(s):  
Study Abroad ◽  
Adult Students ◽  
Educational Outcomes ◽  
Business School ◽  
Cultural Awareness ◽  
Study Tour ◽  
Work Related ◽  
Non Traditional Students ◽  
Working Adult ◽  
Business Study

The purpose of this research was to assess empirically the perceived benefits of a business study tour course in terms of business educational outcomes, cultural awareness and sensitivity, and work-related gains. This study fills a gap in the business-school-related literature by focusing on outcomes of study abroad tours for non-traditional, working adult students.

scholarly journals Promoting intercultural competence in study abroad students

2021 ◽  
Author(s):  
Christian Tarchi ◽  
Alessio Surian
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Active Control ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Conceptual Knowledge ◽  
Studying Abroad ◽  
Long Time ◽  
Short Intervention ◽  
Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

Sign in / Sign up

Export Citation Format

Share Document