Language, culture and dissonance: a study course for globally minded teachers with possibilities for catalytic transformation

International Field Experience – What Do Student Teachers Learn?

“…This study used mainly qualitative research tools, which were supplemented by quantitative research measures. According to Colón-Muñiz, SooHoo and Brignoni (2010), reflection is the most appropriate way for participants to take note of and realize how overseas experiences impact on them as future teachers. Each of the 15 participants who agreed to participate in the study was required to keep a journal to record their daily experiences in the schools.…”

Centering Reflection in Teachers’ International Exchange Experience

“…As Fox, Dodman & Holincheck (2019) remind, simply asking teachers to reflect on their experiences, without criticality, may ultimately reinforce existing cultural biases. Instead, teachers require both formal and informal opportunities to practice critical reflection during TEP experiences to support and sustain pedagogical transfer (Colón-Muñiz, SooHoo & Brignoni, 2010).…”

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

“…Many scholars emphasize study abroad as a rich context for engaging preservice teachers in racial difference, outsider status experience, risk-taking within the host culture, and reflection on social power dynamics (Colón-Muñiz, SooHoo, & Brignoni, 2010). A recent direction for research on study abroad programs for preservice teachers suggests that cultural dissonance, disorientation, and discomfort offer learning opportunities for preparing teachers who are sensitive to cultural and learning diversity in their home countries (Trilokekar & Kukar, 2011).…”

“…n recent years, providing multicultural education that promotes preservice teacher cross-cultural awareness has become one of the core principles of teacher education programs in colleges and universities in the United States (Colón-Muñiz, SooHoo, & Brignoni, 2010). This is evident in the increasing number of teacher education programs that have infused cross-cultural international field experiences into their curricula through study abroad programs (Cushner, 2007).…”