Education abroad and domestic cultural immersion: A comparative study of cultural competence among teacher candidates

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Abstract

As the demographics of the United States continue to shift, American classrooms reflect the richness of cultural diversity and the vibrancy of immigrant populations. Education abroad programs provide opportunities for preservice teachers to develop their cultural competence, required for effectively teaching children from a range of cultural backgrounds. Given the financial demands of study abroad programs, researchers have also examined domestic cultural immersion experiences. There is a lack of research that compares education abroad with domestic cultural immersion. This study contributes to the literature by comparing preservice teachers’ responses to two cultural immersion experiences that are closely aligned both in content and in pedagogy, one in Israel and the other in a domestic setting.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What Professional Development Activities Will Help PK–12 Teachers Create Culturally Responsive Learning Environments?

While evidence is limited, suggestive studies describe multiple potential strategies that may help teachers build culturally responsive learning environments. Teacher professional development programs that offer concrete tasks of teaching, assessment, observation, and reflection may produce higher student test scores. Professional learning communities may help achieve the goals of creating more equitable and culturally responsive classrooms. […]

About this study

AGE: Adults

DIRECTION OF EVIDENCE: No impact

FULL TEXT AVAILABILITY: Paid

GENDER: All

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Unknown

INTERVENTION: Teacher professional development

OUTCOME AREA: Education

REGION OF ORIGIN OF PARTICIPANT(S): North America

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2017

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