Developing Preservice Teachers' Intercultural Competence Through Service-Learning: Investigating Facilitating Conditions

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-5 - Transforming Culturally Relevant Pedagogies During Field Experiences for Preservice Teachers

Abstract

• While service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives and strengthened deficit thinking. Recent research investigates the conditions within service-learning associated with positive change in equity-related attitudes. We extend that work, conceptualizing an approach that integrates conditions posited by Contact Theory and the Process Model of Intercultural Competence into service-learning’s core features of reflection and reciprocity. We measured growth in the three foundational attitudes in the development of intercultural competence with quantitative pre- and post-measures. Results indicate that both participant groups evidenced significant positive change but on different foundational attitudes. This study responds to calls for quantitative pre-post designs and assessment of outcomes for all service-learning participants.

Authors

• Rachel M.B. Collopy, University of Dayton

• Sharon Tjaden-Glass, University of Dayton