Study Abroad as Constructivist Experience: Becoming Globally Competent Preservice Teachers

• In Event: Constructing Cultural Experience in Teacher Education

Abstract

More and more states expect teacher education programs to develop globally competent teachers (CCSSO, 2016; Partnership for 21st Century Skills, 2014). There is increasing support for preservice teacher participation in international field experiences through study abroad. This paper investigates how preservice teachers (n=22) from a large research university in the Southeast region of the United States construct meanings and purposes for global citizenship through study abroad experiences in South Africa. The paper examines the participants’ meaning construction through the theoretical lens of Experiential Learning Theory (Kolb, 1984). The study found that the participants perceived their study abroad experiences as a disruptive process, which increased their self-efficacy for global citizenship and enlarged their understanding of cultural diversity.

Authors

• Erik Jon Byker

• Stephan Michael Putman, University of North Carolina - Charlotte

• Chris Paul Reddy, Stellenbosch University

• Lesley Lionel Leonard Le Grange, Stellenbosch University