Reimagining the Curriculum: Future Teachers and Study Abroad

Autor/inn/en	Phillion, JoAnn; Malewski, Erik L.; Sharma, Suniti; Wang, Yuxiang
Titel	Reimagining the Curriculum: Future Teachers and Study Abroad
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 18 (2009), S.323-339 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Foreign Countries; Study Abroad; Preservice Teacher Education; Preservice Teachers; Field Experience Programs; Whites; Females; Middle Class; Educational Objectives; Cultural Awareness; Student Diversity; Perspective Taking; Global Approach; Attitude Change; Student Attitudes; Poverty; Comparative Analysis; Language Role; Interpersonal Relationship; Honduras; United States + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; White; Weißer; Weibliches Geschlecht; Mittelschicht; Educational objective; Bildungsziel; Erziehungsziel; Cultural identity; Kulturelle Identität; Zukunftsperspektive; Globales Denken; Attitudinal change; Einstellungsänderung; Schülerverhalten; Armut; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; USA
Abstract	Universities in the United States and elsewhere offer study abroad programs to meet requirements that graduates have cross-cultural competencies and an international perspective on their discipline. Study abroad courses and field experiences for preservice teachers address two major challenges specific to the teaching profession: (1) how to prepare White, middle class, female students enrolled in teacher education programs to work with the increasingly diverse populations of students they will teach in the future; and (2) how to develop global perspectives in preservice teachers. The authors conducted a study of the experiences of preservice teachers on a three-week summer study abroad program in Honduras in order to examine how differences in understanding ethnicity, race, class, and gender affect the process of teaching and learning in diverse settings. This article provides an overview of this study abroad program, the qualitative methodology of the research study, an analysis of students' perceptions and perspectives, and a discussion developing preservice teachers' global multicultural competencies through international cross-cultural interactions. The authors' research indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. (Contains 9 notes.) (ERIC).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10