Study abroad and inclusive practices for teachers and outcomes assessment

• In Event: Highlighted Session: Education mobility to impact community engagement: Comparative studies on design and impact for student and local actors’ learning

Proposal

Study abroad and inclusive practices for teachers and outcomes assessment.
Introduction
In this session, I explore the links between study abroad and inclusive teaching practices and implications for outcomes assessment. The ability to create inclusive classrooms is a required competence for educators (Council for the Accreditation of Educator Preparation, 2022), and some teacher education programs promote study abroad as developing intercultural skills (Elon University Dr. Jo Watts Williams School of Education, n.d.). While important as a learning outcome, inclusive practices are not always found in study abroad literature. This session presents explores current literature in study abroad outcomes through the lens of teacher education to explore diverse perspectives and highlight avenues for future research.
Theoretical Construct
The model proposed by Parkhouse et al. (2023) illustrates the development of teachers’ cultural responsiveness and reflects themes found in study abroad outcomes literature. Personal growth through study abroad may contribute to the development of inclusive practices in teaching. Attributes such as confidence (Fedewa, 2024; Viol & Klasen, 2021), self-efficacy (Johnson, 2018; Viol & Klasen, 2021), empathy (Nolan & Hickman, 2024), and open-mindedness (Antonelli, 2024) are linked to cultural responsiveness in teachers (Parkhouse et al., 2023).
Literature Review
Study abroad program outcomes are frequently assessed through the lens of intercultural competence, with mixed results (Fisher et al., 2023; Paige & Vande Berg, 2012; Roy et al., 2019). However, research finds that study abroad is developmental in terms of personal and interpersonal capacities (Bush et al., 2022; Fedewa, 2024; McCleeary & Sol, 2020; Nolan & Hickman, 2024). Studies focus on teacher candidates studying abroad found that participation is influential in the development of reflective practices, cross-cultural awareness, and confidence (Gaudino & Wilson, 2019; Shiveley & Misco, 2015).
Methodology
This session shares the results of a systematic literature review on study abroad outcomes in teacher education as related to inclusive practices in teaching. The body of literature reviewed is developed from keyword searches of all articles published in English indexed in ERIC, JSTOR, Education Database, and Web of Science. Articles are analyzed quantitatively to identify patterns and quantitatively for content and quality.
Discussion
Personal growth outcomes such as those illustrated by Fedewa (2024) or Nolan and Hickman (2024) may be foundational to inclusive teaching practices (Parkhouse et al., 2023). Research on study abroad participation among teacher candidates also suggests that it is influential in teaching practice (Gaudino & Wilson, 2019; Parkhouse et al., 2016; Powell et al., 2024). The development of personal capacities such as self-reflection and confidence are key factors in developing inclusive teaching practices (Parkhouse et al., 2023).
Conclusion
By applying disciplinary perspective to study abroad outcomes assessment, this session intends to illuminate relationships between current conversations across disciplines and possibilities for future research. The competency-based approaches common in teacher education and the accompanying research provide a helpful lens for assessing outcomes of study abroad programs. The relevance to the SAIS-SIG is to provide those with interest in study abroad outcomes with an understanding of current conversations regarding inclusive teaching practiced and study abroad.

Author

• Bill Burress, Elon University