Impact of a Semester Teaching Practicum Abroad on the Preparation of Elementary/Special Education Teachers

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

Abstract

The purpose of this study was to examine how experiences teaching abroad impact preservice teachers’ views of themselves as teachers and their understanding of diversity in teaching contexts. Participants were 24 Elementary/Special Education majors in their junior year, and their supervising teachers in Italy and Northern Ireland. Data sources, including lesson reflections, notes from focus groups, site visits and interviews and responses to a multicultural questionnaire, were analyzed both quantitatively and qualitatively. Findings suggested growth both personally and professionally. Factors contributing to growth included awareness of differences in educational philosophies, being a language learner themselves (students in Italy), ability to critically reflect, and supervising teacher guidance. Additional thematic analysis produced several intercultural growth profiles.

Authors

• Susan F. Skawinski, Providence College

• Laura Boynton Hauerwas, Providence College

• Lynne B. Ryan, Providence College