Preservice teachers and field experiences in education settings abroad: A scoping review of research 2014-2024

被引：0

作者：

Hollingsworth, Heidi L. ^{[1
]}

Burress, Bill ^{[1
]}

Carpenter, Jeffrey P. ^{[1
]}

Enfield, Mark ^{[1
]}

机构：

[1] Elon Univ, Dept Educ & Wellness, Elon, NC 27244 USA

来源：

TEACHING AND TEACHER EDUCATION | 2025年 / 165卷

关键词：

Study abroad; Preservice teachers; Teacher education; Student mobility; Field experience abroad; Intercultural competence; DEVELOPING INTERCULTURAL COMPETENCE; INTERNATIONAL TEACHING PRACTICUM; WORLD; REFLECTIONS; UNIVERSITY; IMPACT;

D O I：

10.1016/j.tate.2025.105119

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This scoping review summarizes and analyzes 82 empirical articles on preservice teacher (PST) study abroad of at least three weeks in duration and featuring an education field experience. Our analysis found that most studies focused on cross-cultural/intercultural awareness, understanding, competence, and/or communication, and included small sample sizes of undergraduate PSTs. Findings suggested that study abroad programs with field experiences facilitate growth in PSTs' knowledge, skills, and dispositions. Limitations to PST gains were apparent, suggesting that study abroad experiences run the risk of reinforcing stereotypes and ethnocentrism. We identify gaps in the literature and offer recommendations for future research.

引用

页数：17

共 150 条

[1] Preparing teacher candidates to serve students from diverse backgrounds: Triggering transformative learning through short-term cultural immersion [J].

Addleman, Rebecca A. ;

Nava, Robert Ch. ;

Cevallos, Tatiana ;

Brazo, Carol. J. ;

Dixon, Kristin .

INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS, 2014, 43 :189-200

[2] Boundary Crossing and Boundary Objects [J].

Akkerman, Sanne F. ;

Bakker, Arthur .

REVIEW OF EDUCATIONAL RESEARCH, 2011, 81 (02) :132-169

[3] Uncovering cultural assumptions: Using a critical incident technique during an international student-teaching field experience [J].

Akpovo, Samara Madrid .

CONTEMPORARY ISSUES IN EARLY CHILDHOOD, 2019, 20 (02) :146-162

[4] Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce "professional" ethnocentrism? [J].

Akpovo, Samara Madrid ;

Nganga, Lydiah .

CONTEMPORARY ISSUES IN EARLY CHILDHOOD, 2018, 19 (02) :199-205

[5] Minority-World Preservice Teachers' Understanding of Contextually Appropriate Practice While Working in Majority-World Early Childhood Contexts [J].

Akpovo, Samara Madrid ;

Nganga, Lydiah ;

Acharya, Diptee .

JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 2018, 32 (02) :202-218

[6]

Allegretto S., 2020, TEACHER PAY PENALTY

[7] Reflecting on international educative experiences: Developing cultural competence in preservice early childhood educators [J].

Anderson, Haley ;

Fees, Bronwyn S. .

JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, 2018, 39 (04) :364-381

[8]

[Anonymous], 2008, Professional standards for the accreditation of teacher preparation institutions

[9]

[Anonymous], 2019, National Assessment of Educational Progress (NAEP) at Grade

[10] The role of study abroad in preparing teachers for multicultural classroom: the case of English and Australian teachers [J].

Appel, Margie ;

Lee, Moosung .

MULTICULTURAL EDUCATION REVIEW, 2023, 15 (03) :223-243

← 1 2 3 4 5 6 7 8 9 10 →