ABSTRACT Scholarship in teacher education reflects study abroad as established pedagogy and part of ‘best practices’ in preparing K-12 teachers for diverse classrooms. Three discourses dominate the literature to affirm the positive role of study abroad: (a) changing White preservice teachers’ perceptions of self and others; (b) increasing their multicultural knowledge and global-mindedness; and, (c) developing competencies for culturally responsive classroom practice. In drawing from several scholars, this article uses poststructural analysis to trouble the above discourses that articulate study abroad within normalizing conceptions of self and other, universal worldview of multicultural knowledge and global-mindedness, and fixed conceptualization of culturally responsive teaching, so that new ways of thinking about disciplinary knowledge and pedagogical practice emerge. This article recommends teacher education pedagogies include critical frames of analyses when interpreting study abroad experiences for thinking through theory for generative practice and reclaiming epistemic reflexivity in how we do research.

中文翻译：

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留学作为教师准备教学法的后结构分析：通过理论思考生成实践

摘要教师教育奖学金反映了出国留学作为既定教学法和“最佳实践”的一部分，为 K-12 教师为不同的课堂做好准备。三种话语主导了文献，肯定了出国留学的积极作用：（a）改变白人职前教师对自我和他人的看法；(b) 增加他们的多元文化知识和全球意识；(c) 培养适应文化的课堂实践的能力。本文借鉴了几位学者的观点，利用后结构分析来解决上述在规范化的自我和他人概念、多元文化知识和全球意识的普遍世界观以及文化响应教学的固定概念化中阐明出国留学的话语，从而出现关于学科知识和教学实践的新思维方式。本文建议教师教育教学法包括在解释留学经历时的关键分析框架，以便通过理论思考生成实践，并在我们如何进行研究时恢复认知反思。