ABSTRACT

In an era when education researchers and policymakers alike are paying increasing attention to the cultivation of global mindedness among teacher candidates, the current push for accelerated teacher preparation programs, combined with increasingly stringent state assessment requirements, has had the unfortunate effect of steering the focus away from purposeful attention to cultural differences and global issues. In this article, the authors discuss the value of reentry experiences following international teaching internship programs for cultivating orientation to cultural difference. Within the overall structure of a Master’s year that incorporates a semester of study abroad as well as pre-departure and reentry components, the reentry work at the university under study allows for deep reflection on the study abroad experience, increasing its impact among candidates. Using a mixed-methods design, the authors first demonstrate participants’ increased orientation to cultural difference before reentry work, as measured by the Intercultural Development Inventory (IDI). They then present an analysis of student reflections immediately after returning from abroad and discuss elements of the reentry curriculum and an analysis of student reflections from late in the post-return semester. Findings suggest a crucial role of extended reentry work in enhancing orientation to cultural difference among teacher candidates who study abroad.

摘要

在这个时代，教育研究人员和政策制定者都越来越重视在应聘者中培养全球思维，当前加快教师准备计划的推动，以及日益严格的州评估要求，都产生了不幸的结果，使人们无法集中精力从有目的地关注文化差异和全球问题。在本文中，作者讨论了通过国际教学实习计划来培养再入文化体验的价值，以培养对文化差异的认识。在包含学期留学学期以及出发前和再入学课程的硕士学年的总体结构中，所研究大学的再入学工作可以使我们对出国留学经历进行深入思考，增强其在候选人中的影响力。使用混合方法设计，作者首先证明了参加者在回国工作之前对文化差异的增强取向，这是通过《跨文化发展清单》（IDI）进行衡量的。然后，他们对从国外返回后的学生反映进行了分析，并讨论了再入学课程的内容，并对返回后学期后期的学生反映进行了分析。研究结果表明，扩展再入工作对于增强出国留学的教师候选人的文化差异导向至关重要。然后，他们对从国外返回后的学生反映进行了分析，并讨论了再入学课程的内容，并对返回后学期后期的学生反映进行了分析。研究结果表明，扩展再入工作对于增强出国留学的教师候选人的文化差异导向至关重要。然后，他们对从国外返回后的学生反映进行了分析，并讨论了再入学课程的内容，并对返回后学期后期的学生反映进行了分析。研究结果表明，扩展再入工作对于增强出国留学的教师候选人的文化差异导向至关重要。