An Analysis of the Research Approaches Used in Teacher Education Study Abroad Programs

• In Event: 25.061 - Narratives of Challenges and Barriers of Intercultural Teaching

Abstract

Objectives:
In the past ten years there has been a growing body of research on the impact of teacher education study abroad programs and the pedagogical design of such programs. There has not been, however, a strategic review of the literature that provides an overview of the types of research being conducted. Such a review is needed to consider the lines of inquiry and research approaches that are dominating the field and highlight the need to democratize and diversify the research in this area. This study analyzed the research approaches that used in teacher education study abroad programs over the past ten years.
Theoretical Framework:
This paper presents findings from phase two of a review of the literature, which used a process of systematic review suggested by Cooper (2010). Phase two sought to analyze and evaluate the literature. The following questions guided the analysis: What is the nature of the research being conducting on these programs? What are the research questions guiding research studies on TE/SA? What theoretical frameworks guide researchers in their studies of TE/SA? What research designs are used to study TE/SA?
Data Sources:
The literature review examined research studies conducted over the past ten years on undergraduate, credit-bearing, teacher education study abroad program published in a peer-reviewed journal. A systemic review of the literature previously presented (Marx, Moss & Izzard, 2018) identified 80 research studies that meet the search criteria. These studies were then analyzed based on the research questions, theoretical frameworks and research designs used.
Results:
This analysis reveals that the vast majority (n=72) of research conducted were descriptive studies, most of U.S. (n=59) based programs that included either a field placement or student teaching experience (n=73). Few studies sought to study the faculty, staff or school-aged students from the host country who “participate” in these study abroad programs. An analysis of the research questions revealed that a majority of the studies sought to describe programs and program elements (such as field placements) or to describe the impact of programs on student’s understandings of culture, broadly defined. A review of the theoretical frames used by research show a small group of studies seek to frame their work from a social justice and post-colonial lens and others use theories related to intercultural communications; however, the majority do not specifically state a framework through which they are analyzing data.
Scholarly Significance:
This review suggests that research related to teacher education study abroad programs would benefit from an expansion of subject, questions, research design, and theoretical frames. In particular, we propose that future research consider: (1) host country faculty, staff and school-level personnel; (2) an expansion of research designs to include longitudinal, correlational, and quasi-experimental studies; and, (3) theoretical frames that move beyond the exploration of individual growth to consider the larger social and political implications of both teaching and study abroad.

Authors

• Helen Marx, Southern Connecticut State University

• David M. Moss, University of Connecticut