Teaching in Diverse Schools, Learning Globally: Developing Teachers of Color through International Exchange and Reflection

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 1
  In Roundtable Session: Evolving Pedagogies in a Digital and Global Age

Abstract

This qualitative comparative case study examines the experiences of novice teachers of color from California in international educational exchanges in Italy, Switzerland, and Hong Kong, and how these experiences influence their professional identities, pedagogical beliefs, and equity-focused practices. Utilizing Goodwin’s (2010) five knowledge domains and Critical Personal and Counter-narratives, the study emphasizes how cross-cultural engagement promotes personal reflection, professional development, and a dedication to culturally sustaining pedagogy. Data sources comprise focus group discussions and written reflections embedded with photo elicitation. Results indicate critical shifts in teacher identity, increased commitment to equity, and deeper self-awareness. This study validates global learning as a transformational and restorative process for educators of color, contributing to future-oriented teacher development rooted in justice and representation.

Authors

• Kevin M. Wong, Pepperdine University

• Anthony Collatos, Pepperdine University