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

IF 4.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2026-03-16 DOI:10.1177/00224871261427010

Joan A. Rhodes, Virginia R. Massaro, JK Lepri-Stringer

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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.

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《不再是过去的学生：美国职前教育工作者通过海外留学经历教授英语学习者的视角变化》

本定性研究考察了27名美国职前教师的观点，他们参加了一个为期两周的意大利留学项目，该项目旨在让参与者沉浸在不同的教育环境中。留学经历是有价值的，因为它们可以提高教学理解和文化能力，进一步支持文化响应教学法的发展。具体目标是在现有研究的基础上，通过捕捉参与者对不同教学方法的看法，探索参与者在国外的经历如何塑造他们的教学理解，以及学习这些经历如何塑造参与者对来自不同文化和语言背景的学生的工作的看法。数据显示，参与者在三个关键领域经历了个人变化：教学、社会互动和与美国学校教育相关的哲学。由此可见，出国留学可以增加对教学方法和学校结构的理解，增强文化敏感性，因此，应将其纳入教师培训计划。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).