Considering Implications of Cross-Cultural Experiences on Teacher Educators' Ongoing Practices and Student Relationships

• In Event: 25.083 - MTCC Roundtable Session Eight
  In Roundtable Session: 25.083-4 - Exploring Culture and Equity Through Self-Study

Abstract

Study examines implications of referencing shared cross-cultural experiences for teacher educators’ classroom practices and student relationships. Three teacher educators who had led student trips to the U.K. systematically monitored their use of trip-based experiences and perspectives of students. Data included trip journals, artifacts, research logs, discussion summaries, and anonymous student surveys responses. The teacher educators/researchers found utilization of trip experiences generally enhanced instructional practices and students’ engagement and learning. Likewise, trip-based knowledge and perspectives of student travelers most often prompted greater rapport with and commitment to students. However, in a few instances trip experiences and perspectives had negative implications for both learning and relationships. The researchers assert the need to note trip-based biases and develop strategies for mediating negative effects.

Authors

• Valerie A. Allison, Susquehanna University

• Sarah Edwards Moore, Susquehanna University

• David Scott McLaughlin, Susquehanna University