Beginning Preservice Teachers’ Perspectives on International Education and Society: What Are We Learning Through Travel?

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

Abstract

Objectives: Preservice teachers, from white rural backgrounds, that choose to study abroad at the beginning of their training are often unaware of systemic forces at play in society and their impact on education. Conceptualizations of the purpose of education and what it should be are formed based on preservice teachers’ experiences as K–12 students, but are beginning to be formed by foundational teacher education courses. Studying abroad in Honduras and engaging in more experiential academic learning often enlightens perspectives on what an educator is and does, as well as what education is philosophically.
Theoretical Framework: This study is based on post–global theories that draw from a broad range of social and political theorists (e.g. Mignolo, 2012). As Darby (2007) states, “some questions invite wider enquiry rather than direct answer” (p. 251). This question guides this study in asking what we are learning when operating within a hegemonic system based on neoliberal ideology. Specifically, for preservice teachers learning about the world and education simultaneously, it is important to understand how their conceptions of education are situated within the social construct in which they engage international cross–cultural experiences.
Methods and Data Sources: The qualitative methodology for this study is positioned within critical research that seeks to examine, challenge, and transform participants’ perceptions of education (Merriam, 2009). We incorporate 13 preservice teachers who participated in the Honduras study abroad program in 2013. 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, but does not ensure, preservice teachers to conceptualize systemic forces that impact the local communities in which they desire to practice. Instead, there is a wide range of outcomes from the Honduras Study Abroad program in terms of how teachers incorporate new understandings of teaching and education from intensive field experiences. Also, how education in Honduras relates to situations within the U.S. is varied, as many preservice teachers hold onto notions of the entire U.S. as similar to their individual experiences.
Scholarly Significance of the Study: It is of importance for K–12 students to be understood based on their backgrounds in order to have a meaningful educational experience through schooling. If future teachers are not able to understand and empathize with students from immigrant backgrounds and other international connections and cultures, then it may not clear what study abroad programs are contributing to teacher education. However, there are many opportunities that must be engaged through study abroad programs in order to mobilize a rethinking of preconceptions among preservice teachers. How preservice teachers connect systemic and individual level conceptions of their reality holds significance for future practice, and significance for the programs and policies that teacher educators create and enact.

Authors

• Jubin Rahatzad, Purdue University

• Suniti Sharma, Saint Joseph's University

• JoAnn I. Phillion, Purdue University

• Hannah Sasser, Purdue University