Transformative study abroad and the development of preservice teachers’ culturally competent pedagogy as action toward a re-imagined future

Abstract

We examine the long-term impacts of teacher education study abroad on students’ culturally competent pedagogy and their actions toward a re-imagined future. This longitudinal study includes teachers who participated in a short-term undergraduate study abroad in the Netherlands or Peru (N=93). Our five case studies show an increase in their cultural awareness. They leveraged their experiences by sharing stories with their students, using learned cultural competency skills to understand their students’ lived experiences, and engaged in critical reflection. As teacher educators and researchers, our responsibility is to guide our students in culturally competent pedagogical action toward re-imagined futures.