Teaching Experiences of Preservice Teachers in an International Service-Learning Project

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-11 - Support, Relationships, and Discourse: Teachers and Teaching for a New World

Abstract

This study examines how an international service-learning experience helped support three mainstream preservice teachers’ cultural competence (understanding of diversity, equity, social justice, and pedagogy on local and global scales, and current and future diverse students in their classrooms). The three preservice teachers co-taught English in Naples, Italy as part of a service-learning project. The data sources were preservice teacher journal entries and semi-structured interviews as well as reflective ethnographic field notes recroded by faculty. Overarching themes that emerged were (1) making connections to future students and (2) understanding privilege as a universality. Based on our findings, we believe this international service-learning, which focused on critical international education impacted significantly preservice teachers’ experiences both personally and professionally.

Authors

• Burcu Ates, Sam Houston State University

• Helen Berg, Sam Houston State University

• Soonhyang Kim, University of North Florida