How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

Abstract

Background/Context The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers’ cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers’ observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/Recommendations Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers’ cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers’ understanding of themselves and how to teach culturally and linguistically diverse students.

A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions

“…To redress this drawback, larger samples of participants are needed to be included in various studies. Last, the authors only find one longitudinal study regarding the impacts of ITPs (i.e., Malewski, Sharma, & Phillion, 2012).…”

Transformative Learning in International Short-Term Teach Abroad Programs

“…Immersion in an unfamiliar context can be a catalyst for transformative learning (Gawronski, 2012;Hoshino-Browne, 2012;McLeod, 2015). Research has shown that international teaching experiences can result in participants returning with greater empathy for students (Martin, 2012), enhanced cultural competence and awareness of inequities within classrooms (Ladson-Billings, 2004;Malewski et al, 2012), and greater efficacy in creating inclusive, equitable classrooms that foster intercultural sensitivity in students (Cushner, 2007;Cushner & Brennan, 2007). Scholars have therefore proposed that international practicum settings be used to expose candidates to a greater variety of classroom experiences, to prepare them to teach a greater variety of students (Black & Bernardes, 2014;Kauh, 2017), and to expose them to conflicting ideas in new situations and discomfort caused by uncertainty (Cooper, 2007;McLeod, 2015).…”

Development of Culturally Responsive Leadership via Study Abroad: Findings From a Six-Year Case Study

“…A number of teacher education programs have offered a study-abroad experience to better prepare future teachers to support their culturally and linguistically diverse students (Malewski et al, 2012; Rodriguez, 2011). For instance, Assaf et al (2019) reported findings from a 4-week study-abroad program combined with an international service-learning experience in South Africa.…”

“…The study also found that participants became more aware of poverty and its impact on their students, critically reflecting on their privilege and systemic inequality. Similarly, Malewski et al (2012) examined 49 pre-service teachers’ study-abroad experiences and concluded that the cross-cultural learning opportunities helped participants develop cross-cultural awareness as well as learn how to support culturally and linguistically diverse students.…”