The Long-Term Impact of a Short-Term International Educational Experience on Teachers’ Global Engagement

• In Event: Educational Innovation and Cross-Cultural Teaching and Learning: Seeking Equity Through Policy and Practice

Abstract

Objectives: Research has shown that teachers who have participated in an international education experience are culturally sensitive, competent, confident, flexible, empathetic, and globally minded. These skills help them teach multicultural students who are facing the 21st-century challenges of living and learning in an interconnected world. (McCall, 1995; Roose, 2001; Walters, Garii & Walters, 2009; Mahon & Stachowski, 1992). However, an international educational experience is expensive, time–consuming, and resource intensive. Therefore, teachers, program administrators and international scholars must document outcomes of learning abroad to justify those expenditures.
Theoretical Framework: Studies examined the impact of an international experience on teachers (e.g. Barkhuizen & Feryok, 2006; Pence & MacGillivray, 2008; Walters, Garii & Walters, 2009; Willard-Holt, 2001). Generally, assessments involve a pre/post format, focusing on affective change and participants are queried immediately before and after their time abroad. We do not know whether those changes stick over the long–term and impact teacher’s behavior. Research about teachers looks at affective changes only and considers itself longitudinal if participants are questioned immediately before and after their return and again months to a year later (Barimah & Jotia, 2012; Rexheisen et.al, 2008; Willard-Holt, 2001).
Methods and Data Sources: This longitudinal study assesses the impact of the 2010 Fulbright–Hays Group Projects Abroad China Seminar on teachers’ attitudes, behaviors and level of intercultural competence three years after going abroad. It uses a version, modified for teachers, of the SAGE global engagement model. In person or via Skype, the educator/researchers who accompanied the teachers to China interviewed all 13 participants. Interviewing was open and conversational, with an emphasis on interviewees‘ illustrative narrative stories. There is little research showing that time spent overseas has a lasting impact on participants’ attitudes and behaviors. It uses the model of global engagement developed by the Institute for the International Education of Students (IES, 2002) called SAGE, Study Abroad for Global Engagement (Paige & Fry, 2010).
Main guiding questions were:
1) What was the most important aspect of your China experience and why?
2) What was the impact of this experience?
Subsidiary questions were educator–specific and involved pedagogy, curricula and cross-cultural interactions. Interviews were transcribed and coded to identify major themes related to the China experience and its impact. The major finding is that the China Seminar was among the most influential and impactful experiences in participants‘ lives. Key themes and patterns emerging from analysis included:

Personal learning and development

Ability to work successfully with students and colleagues from other cultures

Development of cultural empathy

Interest in world issues

Participation in more international educational experiences

Introduction of global issues and cultures into the curriculum

Findings: Our findings suggest that investing in international experiences for teachers has educational, social and individual benefits, for them, their students and society, which justify public and institutional support for the expansion and diversification of education overseas for the nation’s teachers.
Scholarly Significance of the Study: This provides evidence that even sort-term educational experiences abroad create long-lasting affective, behavorial and pedagogical changes for in-service teachers.

Authors

• Lynne Masel Walters, Texas A&M University

• Martha Robison Green, Texas A&M University

• Timothy Walters, Texas A&M University