How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers Through Experiential Learning: Findings From a Six-Year Collective Case Study

• In Event: Transformative Resistance: Learning to Teach for Social Justice and Equity

Abstract

The article is a six-year longitudinal collective case study examining how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. 49 preservice teachers from a Mid-Western university participated in the study abroad program to Honduras as part of an international field experience. Data included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers’ field notes. The outcomes of the study demonstrate that international field placements provide a unique and critical site for promoting cross-cultural awareness through experiential learning; that living and learning in a cross-cultural context create opportunities for preservice teachers to question conventional teaching; and experiencing diverse classrooms gave preservice teachers a deeper understanding of themselves and how to teach diverse students.

Authors

• Suniti Sharma, Saint Joseph's University

• Erik L. Malewski, Kennesaw State University

• JoAnn I. Phillion, Purdue University