Study abroad for preservice teachers: Critical learning and teaching in a diverse context

Allison Witt, Mauricio Pino-Yancovic, Brandi Neal

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The research presented in this chapter critically analyzes undergraduate preservice teachers' perceptions of their study abroad experience in Hong Kong and Macau to better understand the potential as well as the challenges of preparing teachers for a diverse and global society. Drawing on critical analysis of both study abroad and preservice teacher education, we interrogate the potential for study abroad as a means to prepare culturally responsive teachers, and then critically read the preservice teachers' perceptions of their experience. Results include both beneficial outcomes of study abroad to disrupt the competitive themes dominant in global education, as well as potential limitations of short term study abroad experiences as a method for establishing sustained global networks of educators. Considerations for those developing study abroad are presented and recommendations for study abroad planning are suggested.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
PublisherIGI Global
Pages133-148
Number of pages16
ISBN (Electronic)9781522510581
ISBN (Print)9781522510574
DOIs
StatePublished - Nov 17 2016

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Witt, A., Pino-Yancovic, M., & Neal, B. (2016). Study abroad for preservice teachers: Critical learning and teaching in a diverse context. In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers (pp. 133-148). IGI Global. https://doi.org/10.4018/978-1-5225-1057-4.ch008