Changes in Cultural Responsiveness in an International Field Experience: A Case Study

• In Event: Sheraton Roundtable Session 33
  In Roundtable Session: Inquiry in Transformative, Justice-Centered Teacher Education Programs

Abstract

As classrooms are becoming more diverse, teachers need to be equipped with the necessary cultural responsive pedagogy skillset. International field experiences allow pre-service teachers to be immersed in a different culture where cultural needs of the students can be identified and met. Eight pre-service teachers ventured to Central America to develop cultural responsiveness. The pre-service teachers’ transformation was noted in pre-and post-interviews, focus discussions, and personal journals. Using the transtheoretical model of behavioral change as the framework, results found that while apprehensive students were immersed in this new environment, being “forced to adapt” in conjunction with the “individualized attention” of mentors, helped them “connect with the culture.” Findings indicate this intervention may effectively promote individual cultural responsiveness for pre-service teachers.

Authors

• S. Michelle Vaughn, Mercer University

• Carol A. Isaac, Mercer University