Long-Term Influence of Short-Term Study Abroad: Critical Incidents that Informed Teachers’ Professional Trajectories

• In Event: Transnational Journeys: Identity, Power, and Commitment in Teaching

Abstract

There is a growing body of literature highlighting the many affordances and limitations of short-term study abroad (STSA) in teacher education. Yet, the vast majority of scholarship is based on data collected during STSA or immediately after it ends. In this study, we followed up with participants two years after a STSA to Ireland and Northern Ireland, which was organized around the theme “border crossing.” Our purpose was to determine which critical incidents remained most salient to them in their professional development and professional trajectories. Overall, the STSA was a catalyst for altering or reaffirming teachers’ professional trajectories in four distinct ways, even two years after the STSA. We discuss implications for STSA and teacher education scholarship and program design.

Authors

• Jeremy Hilburn, University of North Carolina - Wilmington

• Brad M. Maguth, University of Akron

• William Visco, University of Akron