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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0022-4871 1552-7816 |
| DOI: | 10.1177/00224871261427010 |
