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

Abstract

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.

The Impact of an Immersion Programme in Cambodia for Australian Pre-Service Teachers

“…Focus groups were identified as the ideal way to collect data in this study (Parker and Tritter, 2006). As fostering critical reflection has been shown to support meaning-making to guide ongoing understanding and appreciation (Mezirow, 1997), the researchers intended for the PSTs to experience the benefits of a heightened sense of understanding of their own learning as well as a raised awareness of their philosophy of teaching and professional identity (Chinnappan et al, 2013;Miller and Gonzalez, 2010;Sharma et al, 2012). Thee focus groups were held on days 4, 9, and 15 of the 16-day programme.…”

“…Fostering critical reflection can enable students to make meaning of their experiences, thus transforming their learning to guide ongoing understanding and appreciation (Mezirow, 1997). Indeed, PSTs have reported: significant benefits of a heightened sense of understanding of their own learning; increased self-confidence, efficacy, and empowerment; and raised awareness of their philosophy of teaching and professional identity (Chinnappan, McKenzie, and Fitzsimmons, 2013;Miller and Gonzalez, 2010;Sharma et al, 2012).…”

Does Short-Term International Immersion have a Sustainable Impact on Teachers’ Cultural Competence? Follow-up Interviews Eight Years After a Teaching Experience in South Korea

“…In a study by Baecher and Chung (2020), for example, teacher candidates were "struck by the innovative and adaptive ways local teachers utilized their limited resources and physical space" (p. 44) revealing a dissonance between their assumptions and reality, thereby offering a transformative learning opportunity. Studies on using pedagogies of discomfort as a framework for field experiences indicate that intentionally exposing teacher candidates to discomforting experiences helps them construct new understanding about the needs of underserved and culturally diverse communities (Lazar & Sharma, 2016;Sharma et al, 2012). Trilokekar and Kukar (2011) define disorienting experiences as challenging cultural encounters causing feelings of discomfort.…”

“…International field experiences have been associated with transformative learning experiences (Lazar & Sharma, 2016;Sharma et al, 2012) because the participants experience "disorienting cultural situations" that are in conflict with "their existing cultural schemes" (Kambutu & Nganga, 2008, p. 941). Transformative learning may happen as a result of the participants' reflection on the unfamiliar cultural experience.…”

“…International field experiences may also offer new pathways for helping teachers "deconstruct their assumptions about meritocracy, educational equity, and school achievement" (Lazar & Sharma, 2016, p. 122). By utilizing teachers' feelings of discomfort and experiences of cultural dissonance when being immersed in a foreign culture, new understandings of cultural values and different pedagogical practices might be created (Sharma et al, 2012).…”