Transformative Study Abroad and the Development of Preservice Teachers’ Culturally Competent Pedagogy as Action Toward A Re-imagined Future
Document Type
Article
Publication Date
2021
Publication Title
Journal of Higher Education Theory and Practice
DOI
https://doi.org/10.33423/jhetp.v21i11.4676
ISSN
2158-3595
Abstract
We examine the long-term impacts of teacher education study abroad on students’ culturally competent pedagogy and their actions toward a re-imagined future. This longitudinal study includes teachers who participated in a short-term undergraduate study abroad in the Netherlands or Peru (N=93). Our five case studies show an increase in their cultural awareness. They leveraged their experiences by sharing stories with their students, using learned cultural competency skills to understand their students’ lived experiences, and engaged in critical reflection. As teacher educators and researchers, our responsibility is to guide our students in culturally competent pedagogical action toward re-imagined futures.
Recommended Citation
Freed, Allison L., Aerin W. Benavides, Lacey D. Huffling.
2021.
"Transformative Study Abroad and the Development of Preservice Teachers’ Culturally Competent Pedagogy as Action Toward A Re-imagined Future."
Journal of Higher Education Theory and Practice, 21 (11): 203-219: North American Business Press.
doi: https://doi.org/10.33423/jhetp.v21i11.4676 source: https://articlegateway.com/index.php/JHETP/article/view/4676
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/173
