Case Studies in Student Development of Cultural Competency through Short-term Study Abroad
Location
DeSantis Room 2060
Format Type
Plenary
Format Type
Paper
Start Date
16-1-2020 3:30 PM
End Date
16-1-2020 3:50 PM
Abstract
Midwest, rural pre-service teachers lack diverse experiences and awareness of their own privilege, as well as understanding and experience with diverse populations (Burgard, Boucher & Johnston, 2018). To answer the call, universities provide students opportunities outside of the classroom setting to enhance their knowledge of diversity and gain a better understanding of who they are as a person and future educator. This session will share the results of an annual study abroad program in Costa Rica in which students engaged in personal/academic experiences, through a Spanish language academy and host family placements. The researchers utilized a mixed approach (Creswell, 2013) in which they gleaned information through individual results and reflections from the Intercultural Effectiveness Scale (n.d.) and combined scores with student’s personal journals, longitudinal focus groups, personal interviews, and personal artifacts. The researchers will share a detailed account of their personal experiences as researchers, as well as the change in the participants within the context of study abroad, cultural competency and teacher self-efficacy as it relates to teacher preparation.
References
Burgard, K., Boucher, M., & Johnston, K. (2018). Building Capacity and Changing Mental Models: The Impact of a Short-Term Overseas Teaching Experience on White Teacher Candidates from a Rural Midwestern College. Action in Teacher Education, 40, 96-112.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, & mixed methods approaches. Sage Publications, Incorporated.
Intercultural Effectiveness Scale (IES). (n.d.). KozaiGroup.com. Retrieved from http://kozaigroup.com/inventories/the-intercultural-effectiveness-scale/
Keywords
study abroad, self-efficacy, arts-based, teacher education, teacher preparation, mixed methods, cultural effectiveness
Case Studies in Student Development of Cultural Competency through Short-term Study Abroad
DeSantis Room 2060
Midwest, rural pre-service teachers lack diverse experiences and awareness of their own privilege, as well as understanding and experience with diverse populations (Burgard, Boucher & Johnston, 2018). To answer the call, universities provide students opportunities outside of the classroom setting to enhance their knowledge of diversity and gain a better understanding of who they are as a person and future educator. This session will share the results of an annual study abroad program in Costa Rica in which students engaged in personal/academic experiences, through a Spanish language academy and host family placements. The researchers utilized a mixed approach (Creswell, 2013) in which they gleaned information through individual results and reflections from the Intercultural Effectiveness Scale (n.d.) and combined scores with student’s personal journals, longitudinal focus groups, personal interviews, and personal artifacts. The researchers will share a detailed account of their personal experiences as researchers, as well as the change in the participants within the context of study abroad, cultural competency and teacher self-efficacy as it relates to teacher preparation.
References
Burgard, K., Boucher, M., & Johnston, K. (2018). Building Capacity and Changing Mental Models: The Impact of a Short-Term Overseas Teaching Experience on White Teacher Candidates from a Rural Midwestern College. Action in Teacher Education, 40, 96-112.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, & mixed methods approaches. Sage Publications, Incorporated.
Intercultural Effectiveness Scale (IES). (n.d.). KozaiGroup.com. Retrieved from http://kozaigroup.com/inventories/the-intercultural-effectiveness-scale/