Date of Award

2022

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Elizabeth Currin

Abstract

Teacher educators in the United States often struggle to develop preservice teachers' cultural and global competence. Research has demonstrated international field experiences' great promise for developing these competencies, but most studies gathered data during or immediately after the students' time abroad. In contrast, this sequential mixed-methods case study involved alumni of the Global Student Teaching (GST) program at The College of New Jersey, which allows teacher candidates to complete half of their full-time student teaching semester abroad in English-speaking international schools. The study utilized a 20-item anonymous survey and interviews with five former students who participated in the program between 2015 and 2020. The findings demonstrate the GST program's profound and complex impact on participants, manifest in continued personal and professional effect. Specifically, the data indicate significant impact on participants' global competence and commitment to culturally responsive pedagogy. Participants believed the experience increased their ability to work with diverse learners, including ELLs, inspired a curiosity and deeper understanding of other cultures, and gave them the confidence and skills to tackle difficult issues and directly address and celebrate cultural difference in their classrooms. Although this action research study was context-dependent, aiming to strengthen the specific GST program in question, the results may support other institutions toward developing or improving similar programs. Global student teaching may only provide one possible solution to the challenge of developing preservice teachers' cultural and global competence, yet it offers life- and career-changing impact for participants and their future students

Rights

© 2022, Eileen Burke Heddy

Download

Included in

Education Commons

Share

COinS