The Impact of Studying Abroad on Male Preservice Teachers: A Phenomenological Investigation

An Examination of Longevity of Impact of an International Practicum Experience on Teachers’ Beliefs and Practices Four Years Later

“…Baxter, in his recent thesis, looks at the long-term impacts of international practicums, five and six years following their completion, using narrative inquiry (Baxter, 2012). In their study Maha and Linder examine the question, "What was the meaning, in relation to diversity, of a semester-long study abroad (SA) experience to Brussels, Belgium for male teacher education (TE) students" (McGaha & Linder, 2012)? These authors conclude in their study that study abroad experiences of student-teachers can extend beyond the classroom to service activities and tourism and do not have to be limited to student teaching or classroom practicum internships (McGaha & Linder, 2012).…”

“…In their study Maha and Linder examine the question, "What was the meaning, in relation to diversity, of a semester-long study abroad (SA) experience to Brussels, Belgium for male teacher education (TE) students" (McGaha & Linder, 2012)? These authors conclude in their study that study abroad experiences of student-teachers can extend beyond the classroom to service activities and tourism and do not have to be limited to student teaching or classroom practicum internships (McGaha & Linder, 2012). A phenomenological approach (hermeneutics) was taken by other authors to look at consonance and dissonance in international long study practicums in England (Brindley, Quinn, & Morton, 2009) but did not address the disparity in culture that was evident in teaching practica in a developing country.…”

Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education

“…For example, in one qualitative study of a teacher preparation class on multicultural sensitivity, respondents, both White and non-White, reported becoming more aware of the importance of understanding cultural difference and diversity after working with students who inhabited different social identities from them (Milner, 2005). Similarly, a number of qualitative studies have highlighted the importance of prior intercultural experiences (such as study abroad programs) in shaping candidates' orientations to diversity (McGaha & Linder, 2012). Therefore, it may be that minority candidates, who bring different levels of multicultural awareness relative to their White peers, also benefit differently from experience working with youth of color.…”

How Preservice Teachers’ Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners

“…It could be argued that one limitation to this study is that a study abroad trip to Germany does not create enough disequilibrium for PSTs because Western Europe might be seen as too similiar to the United States. However, even in a similar culture change can be facilitated (McGaha and Linder, 2012). Additionally, according to the Institute of International Education (2013), Germany ranked sixth place as the leading destination for U.S. study abroad experiences with 9,018 students traveling there during the year 2010-2011.…”

“…Reflections. Reflection, a contemplative, attentive consideration of one's experiences and actions (Ross, 1989), has often been used to gather information in research examining the impact of study abroad programs (e.g., McGaha and Linder, 2012;Pence and Macgillivray, 2008). Throughout the study, the PSTs were asked to complete written reflections designed to prompt their thinking about experiences related to language barriers, the cultural differences they experienced, and the connections they made between these and the potential experiences of ELL students in their future classrooms.…”