The longitudinal impact of teaching abroad: An analysis of intercultural development
Abstract
This case study investigated the development of intercultural competencies in a cohort of preservice elementary special education teachers that participated in a teaching English as a foreign language field experience in Italy. Data sources collected both during and three semesters after the experience included reflections, focus groups and profile responses. Directed content and time series analyses resulted in findings regarding preservice teachers' growth in communication, culturally-relevant teaching practices and personal identity. The discussion addresses longitudinal patterns of change and the effect of the local and international context on preservice teachers' intercultural development process.
Reference
Hauerwas, L. B., Skawinski, S. F., & Ryan, L. B. (2017). The longitudinal impact of teaching abroad: An analysis of intercultural development. Teaching and Teacher Education, 67, 202-213.
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Elementary/Special Education dual certification
Programatic Focus
- Elementary
- Special Education
Research Location Context
- Literacy, Language, and Culture Course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
9
Duration of Data Collection
Data Sources
- Cultural awareness profile
- Focus group discussions
- reflections
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How does teaching abroad impact the development of PSTs' intercultural competence?
Is this research question explicit from the manuscript? Yes