Given the calls for a stronger global focus among pre-service teachers and the value of study abroad experiences to assist in this process, many teacher preparation programs have worked to include study abroad experiences into their programs. Including study abroad experiences lasting a semester or more has proven to be a challenge for many such programs however, given the highly structured and locally contextual nature of teacher education. The result is that most study abroad experiences available for preservice teachers are short-term, lasting only a few weeks. The purpose of this study was to determine whether or not a short-term study abroad course, taken during preservice teachers’ undergraduate program, had any lasting professional or personal impact once they become teachers.

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Too often, social studies educators are asked to focus their design and enactment of learning experiences on the mastery of content knowledge, often at the expense of other aims and goals. In response to this problem, the authors of this article explore the reclamation of dispositions in social studies curriculum planning and teaching. First, he authors clarify what is meant by dispositions in the social studies. Then, by drawing on seminal works in the field, they ofter a taxonomy of social studies dispositions in order to assist preservice and in-service teachers to consciously plan for dispositional development. Finally, the authors detail how these dispositions can be operationlized within a series of practical examples.