This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

本案例研究探讨了国际学生教学对美国教师候选人的跨文化适应性以及语言、文化和学校教育的影响。在国际学生教学 4 周之前和之后，从 18 名参与者中收集了访谈和跨文化适应性量表。访谈使用跨文化适应性清单维度进行编码，并使用 Mezirow 的转化学习理论进行解释。结果表明，增加跨文化适应与转型学习相一致。转化学习引导参与者质疑假设，并考虑在未来的教学中纳入不同的观点。