Study Abroad in Teacher Education: Delving into Cultural Diversity and Developing Cultural Competence

Phillion, JoAnn; Malewski, Erik

doi:10.1080/01626620.2011.627310

Cited by 30 publications

(11 citation statements)

References 15 publications

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“…Palmer and Menard-Warwick (2012) found that pre-service teachers on a short-term program to Mexico developed a greater sense of empathy when working with English language learners (ELLs) in U.S. schools. Phillion and Malewski (2011) found that having their students work in schools in Honduras allowed them to see how teachers used cultural knowledge in their classroom as well as how culture influences the classroom.…”

Section: Illinois State Universitymentioning

confidence: 99%

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Mikulec

2019

ij-sotl

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This study examines the personal and professional development of 34 pre-service teachers who participated in a study abroad program for education majors in Brighton, England. The participants completed a variety of assignments and learning activities before, during, and after the program, including 20 hours of observation in area schools. The results indicate that in terms of personal development, the pre-service teachers experienced increased levels of self-confidence, autonomy, tolerance for ambiguity, flexibility and adaptability, and interpersonal skills. Professionally, the participants identified the role of culture in education and pedagogy, described being better equipped to work with diverse learners in the United States, and developed instructional strategies to use in their future classrooms.

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Section: Illinois State Universitymentioning

confidence: 99%

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Mikulec

2019

ij-sotl

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“…In this reality, teacher training programs are required to act responsibly to develop intercultural competence among preservice teachers. These preservice teachers will in the future become teachers with the ability to create meaningful encounters between people from different cultures, to conduct dialogue on worldviews, beliefs and values and to create a sense of mutual enrichment and growth among all partners (Marx & Moss, 2011;Phillion & Malewski, 2011).…”

Section: Migration In Israelmentioning

confidence: 99%

Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse

Eliyahu-Levi

Ganz-Meishar

2020

J. New Approaches Educ. Res.

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Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.

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“…International cross-cultural experiences have been proposed for over four decades as a strategy for the preparation of U.S. teachers as effective practitioners in diverse settings (Phillion & Malewski, 2011). As U.S. educators began teaching abroad in ever greater numbers with the creation of the Peace Corps in 1960, Taylor (1969) proposed international cross-cultural experiences for preservice teachers in order to develop global mindsets.…”

Section: Critical Teacher Preparation and Study Abroadmentioning

confidence: 99%

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)

Rahatzad

Sasser

Phillion

et al. 2013

IJME

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Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers. (This article is provided in English only.) --------------------------------------------------------------------------------------------------------------------Las experiencias culturales internacionales de aquellos que se preparan para ser maestros pueden proveer oportunidades para la exploración de fronteras epistémicas. Este artículo sugiere la preparación postglobal como una aproximación crítica y reflexiva que puede comprometer a los que se preparan para ser maestros hacia una forma fronteriza de pensamiento la cual les permite explorar otras formas de conocimiento. A través de esta experiencia los maestros en preparación también pueden tener la oportunidad de reconocer los impactos desiguales de la economía neoliberal y capitalista sobre diversas plataformas educacionales y sociales dentro de lo que metafóricamente se conocen como sur y norte globales. En este artículo se analizan narrativas construidas por los maestros en formación durante un programa de estudios internacionales en Honduras. Se exploran también implicancias para la preparación postglobal en la educación de maestros. (Este artículo se ofrece solamente en inglés.)

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Study Abroad in Teacher Education: Delving into Cultural Diversity and Developing Cultural Competence

Cited by 30 publications

References 15 publications

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Short-Term Study Abroad for Pre-service Teachers: Personal and Professional Growth in Brighton, England

Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)

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