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Abstract
This comparative case study analyzes two study abroad experiences for preservice teachers—a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers’ understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) and drawing on grounded theory methods, research questions included (1) What are preservice teachers’ experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers “go global.” Implications are raised for future research, teacher education, and university programming.
Additional information
Notes on contributors
Alyssa Hadley Dunn
Alyssa Hadley Dunn is an assistant professor of urban teacher education at Michigan State University.
Erica K. Dotson
Erica K. Dotson is an assistant professor of education and French at Clayton State University.
Stephanie Behm Cross
Stephanie Behm Cross is an assistant professor of middle level education at Georgia State University.
John Kesner
John Kesner is an associate professor of early childhood education at Georgia State University.
Bo Lundahl
Bo Lundahl is an associate professor of language education at Malmo Hogskala in Sweden.