Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

Autor/inn/en	Byker, Erik Jon; Putman, S. Michael
Titel	Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship
Quelle	In: Journal of Studies in International Education, 23 (2019) 1, S.84-105 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byker, Erik Jon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318814559
Schlagwörter	Cultural Awareness; Study Abroad; Experiential Learning; Teaching Methods; Teacher Education; Preservice Teachers; Research Universities; Outcomes of Education; Student Attitudes; Teaching Experience; Intercultural Communication; Foreign Countries; Culturally Relevant Education; South Africa + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Forschungseinrichtung; Lernleistung; Schulerfolg; Schülerverhalten; Interkulturelle Kommunikation; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article's theoretical frame for the investigation of the impact of this study abroad program. The study's participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States (N = 21). Using a mixed-methods research design, the study examined the participants' perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers' global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01