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ABSTRACT
Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates’ experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates’ development as emerging culturally responsive teachers by 1) developing a broader conceptualization of culture, 2) developing a new frame of reference on the relationship between culture and classroom learning environments, 3) developing empathy and understanding, and 4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Jennifer Jacobs
Jennifer Jacobs, Ph.D. is currently associate professor in the elementary education program at the University of South Florida. Her research is situated within the context of teacher education and focuses on teacher learning around equity. Central to her work is developing high-quality teacher education programs within partnerships between schools and universities.
Steve Haberlin
Steve Haberlinis an assistant professor of education at Wesleyan College in Macon, Georgia. His scholarship focuses on the intersection of contemplative studies, including mindfulness and meditation, and teacher preparation. Steve's research and writings have appeared in a number of academic journals, including theJournal of Educational Supervision, College Teaching,and Action in Teacher Education.Steve is a Georgia Governor's Teaching Fellow and recently earned the Vulcan Teaching Excellence Award for teaching skills, leadership, and work with students.