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Not the Students They Were: U.S. Preservice Educators' Changing Perspectives on Teaching English Learners through a Study Abroad Experience

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Title: Not the Students They Were: U.S. Preservice Educators' Changing Perspectives on Teaching English Learners through a Study Abroad Experience
Language: English
Authors: Joan A. Rhodes (ORCID 0000-0002-7596-4344), Virginia R. Massaro (ORCID 0000-0001-5349-4030), J. K. Lepri-Stringer (ORCID 0000-0001-5790-7832)
Source: Journal of Teacher Education. 2026 77(3):230-242.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Study Abroad, Teacher Education Programs, Cultural Awareness, Cultural Education, Cultural Literacy, Student Experience, Experiential Learning, Learning Experience, Interpersonal Competence
Geographic Terms: Italy
DOI: 10.1177/00224871261427010
ISSN: 0022-4871
1552-7816
Abstract: This qualitative study examines the perspectives of 27 U.S. preservice teachers who participated in a 2-week study abroad program in Italy designed to immerse participants in diverse educational settings. Study abroad experiences are valuable as they increase pedagogical understanding and cultural competence which further supports the development of a culturally responsive pedagogy. Specific aims were to build upon existing research by capturing participants' perceptions of differing pedagogical approaches, exploring how participants' experiences abroad shaped their pedagogical understanding, and learning how these experiences molded participants' perceptions for working with students from differing cultural and linguistic backgrounds. Data indicated that participants experienced personal change in three key areas: pedagogical, social interactions, and philosophy related to U.S. schooling. Implications suggest that study abroad may increase understanding of instructional methods and school structures, enhance cultural sensitivity, and therefore, should be included in teacher preparation programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501835
Database: ERIC
FullText Text:
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  Data: Not the Students They Were: U.S. Preservice Educators' Changing Perspectives on Teaching English Learners through a Study Abroad Experience
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  Data: <searchLink fieldCode="AR" term="%22Joan+A%2E+Rhodes%22">Joan A. Rhodes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7596-4344">0000-0002-7596-4344</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+R%2E+Massaro%22">Virginia R. Massaro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5349-4030">0000-0001-5349-4030</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+K%2E+Lepri-Stringer%22">J. K. Lepri-Stringer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5790-7832">0000-0001-5790-7832</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Education%22">Cultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Literacy%22">Cultural Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Data: 10.1177/00224871261427010
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  Data: This qualitative study examines the perspectives of 27 U.S. preservice teachers who participated in a 2-week study abroad program in Italy designed to immerse participants in diverse educational settings. Study abroad experiences are valuable as they increase pedagogical understanding and cultural competence which further supports the development of a culturally responsive pedagogy. Specific aims were to build upon existing research by capturing participants' perceptions of differing pedagogical approaches, exploring how participants' experiences abroad shaped their pedagogical understanding, and learning how these experiences molded participants' perceptions for working with students from differing cultural and linguistic backgrounds. Data indicated that participants experienced personal change in three key areas: pedagogical, social interactions, and philosophy related to U.S. schooling. Implications suggest that study abroad may increase understanding of instructional methods and school structures, enhance cultural sensitivity, and therefore, should be included in teacher preparation programs.
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