Unraveling the Reflection Process in an International Field Experience: Critical Elements to Affect Preservice Teachers’ Cultural Attitudes, Values, Feelings, and Higher-Level Learning

• In Event: Developing the Cultural Competence of Preservice Teachers Through Field Experience on Four Continents

Abstract

Successful educational practices that address the affective domain of learning, regarding cultural sensitivity in teacher education programs seem to be elusive. This study employed a reflective methodology in the context of an international field experience to challenge teacher candidates’ perspectives of cultural diversity and assess changes in students’ attitudes and beliefs in eight critical areas of culture and education, before, during, and after a two-week field experience in three German schools. The investigation was complemented by assessment from native German educators. Results strongly indicated positive changes in the students’ frames of reference in terms of attitudes, personal growth, philosophies of teaching, and understanding of and sensitivity to cultural diversity supporting the model of reflection used, which demonstrated transformative learning.

Authors

• Jayne Melissa Leh, The Pennsylvania State University

• John Alfred Guiseppe, The Pennsylvania State University

• David S. Bender, The Pennsylvania State University