Examining the Practice of Critical Reflection for Developing Preservice Teachers’ Multicultural Competencies: Findings From a Study Abroad Program to Honduras

• In Event: Educational Border-Crossings: Exploring Political and Cultural Boundaries and Their Influences on Educational Practice

Abstract

Rationale for the study:
In response to a critical need in teacher preparation many teacher education programs have introduced study abroad for developing multicultural competencies in preservice teachers. Research suggests that study abroad may or may not promote multicultural competencies, however, research notes that critical reflection does promote multicultural education in preservice teachers. Research also suggests that critical reflection for developing multicultural competencies in preservice teachers specifically during a study abroad program remains understudied and undertheorized. Therefore, our study seeks to address this gap by examining the question: How does the practice of critical reflection promote multicultural competencies in preservice teachers during a study abroad program to Honduras?

Theoretical framework:
We draw from Dewey’s (1933) six steps for critical reflection to provide the conceptual framework for this study. According to our interpretation of Dewey, critical reflection is a practice of systematic inquiry for deepening preservice teachers’ understanding of how their self-awareness and professional practice are related to larger world issues and the broader construction of meaning. In this study we examine how preservice teachers interpret experience based on personal knowledge; identify experiences that create conflict or doubt; interpret issues from multiple perspectives to construct meaning; generate questions that lead to change in perceptions of self and other; and recognize that their perceptions must undergo constant transformation for personal and professional growth.

Research methodology:
The qualitative methodology for this study is positioned within critical research that seeks to examine, challenge, and transform participants’ perceptions of the self and other (Merriam, 2009). We engaged in research with 49 preservice teachers who participated in the Honduras study abroad program between 2003 and 2010. We followed Merriam’s steps for data collection and subsequent analysis to interpret the data. Data comprised reflective journals, discussions, course assignments, structured interviews, and researchers’ field notes. Analysis of data was an emergent and ongoing process.

Findings:
The findings indicate that critical reflection during study abroad provokes preservice teachers to develop multicultural competencies such as examining their beliefs, attitudes, and perspectives toward self and other; deepens their understanding of how their personal knowledge is related to larger world issues and broader construction of meaning; helps preservice teachers to identify and build upon the strengths of different cultures rather than view minority students as a problem that needs to be fixed; and opens teacher education students to new interpretations for multicultural teaching and learning.

Significance:
We suggest a combination of two registers when preparing teacher education students for multicultural classrooms through study abroad programs. The first register, critical reflection, provides a general framework for teacher education students to examine their beliefs and perceptions and question how their beliefs and perceptions shape their worldview toward self and other. The second register looks toward transformative ways for framing multicultural experiences, constructing multiple perspectives, and reconceptualizing self and other as a continuous and systematic practice. A strategy that combines both registers can serve as a powerful vehicle for preparing teacher education students for multicultural classrooms.

Authors

• Suniti Sharma, Saint Joseph's University

• JoAnn I. Phillion, Purdue University

• Erik L. Malewski, Kennesaw State University