Enhancing Orientation to Cultural Difference: The Role of Reentry Work for Teacher Candidates Studying Abroad

Autor/inn/en	Back, Michele; Kaufman, Douglas; Moss, David M.
Titel	Enhancing Orientation to Cultural Difference: The Role of Reentry Work for Teacher Candidates Studying Abroad
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 2, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Back, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1880999
Schlagwörter	Study Abroad; Preservice Teacher Education; Teacher Education Programs; Internship Programs; Cultural Differences; Cultural Awareness; Masters Programs; Reentry Students; Student Attitudes; Program Effectiveness; Consciousness Raising; Seminars; Foreign Countries; Student Adjustment; Racial Differences; Connecticut; United Kingdom (London); Peru; South Africa + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Magister course; Magisterstudiengang; Zweiter Bildungsweg; Schülerverhalten; Bewusstseinsbildung; Seminar; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Rassenunterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In an era when education researchers and policymakers alike are paying increasing attention to the cultivation of global mindedness among teacher candidates, the current push for accelerated teacher preparation programs, combined with increasingly stringent state assessment requirements, has had the unfortunate effect of steering the focus away from purposeful attention to cultural differences and global issues. In this article, the authors discuss the value of reentry experiences following international teaching internship programs for cultivating orientation to cultural difference. Within the overall structure of a Master's year that incorporates a semester of study abroad as well as pre-departure and reentry components, the reentry work at the university under study allows for deep reflection on the study abroad experience, increasing its impact among candidates. Using a mixed-methods design, the authors first demonstrate participants' increased orientation to cultural difference before reentry work, as measured by the Intercultural Development Inventory (IDI). They then present an analysis of student reflections immediately after returning from abroad and discuss elements of the reentry curriculum and an analysis of student reflections from late in the post-return semester. Findings suggest a crucial role of extended reentry work in enhancing orientation to cultural difference among teacher candidates who study abroad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01