Enhancing multicultural perspectives in the formation of preservice teachers through immersion in a culturally different context

Abstract

The composition of today’s school classrooms is now more diverse in a world of greater global mobility and communication. For teachers this adds further complexity to the task of ensuring each child has the most appropriate opportunity to learn. This paper posits that future teachers are more able to cater for cultural diversity by developing broader cultural perspectives than just a local one and are therefore better prepared both personally and professionally. This study investigates the engagement of undergraduate preservice teachers in an experience where they are not only required to explicitly focus upon the aspects of their professional practice but are also challenged to reflect upon their personal development through exposure to a linguistically and culturally different professional setting. They are challenged to think differently. The analysis of the preservice teachers’ perceptions demonstrates that an overseas professional placement has a significant and meaningful impact upon their knowledge, perspectives and future practice in multicultural settings.