While teacher education programs are increasingly creating short-term study abroad programs to support developing teacher interculturality, programs often focus on schools typical of the host country. Few programs target a specific philosophical approach and its enactment in classrooms. This case study focuses on a two-week trip to the city of Reggio Emilia and other cities in northern Italy. The program was intended to support students in deeper understandings of the Reggio Emilia approach as well as the ways in which the approach is culturally embedded within northern Italy with the goal of students recognizing more profoundly how the approach adapts to international contexts (e.g., the United States). Students studied the Reggio Emilia approach (an approach previously encountered in university courses) and its practical application in the municipal infant/toddler centers and preschools in the city. Students demonstrated understandings of the approach and the enactment of the Reggio Emilia approach in the local context. This led to deep reflections of themselves as teachers and learners.

虽然教师教育计划越来越多地创建短期出国留学计划以支持教师的跨文化发展，但计划往往侧重于东道国的典型学校。很少有计划针对特定的哲学方法及其在课堂中的制定。本案例研究的重点是为期两周的雷焦艾米利亚市和意大利北部其他城市的旅行。该计划旨在支持学生更深入地了解雷焦艾米利亚方法以及该方法在意大利北部的文化嵌入方式，目的是让学生更深刻地认识到该方法如何适应国际环境（例如，美国状态）。学生们学习了 Reggio Emilia 方法（以前在大学课程中遇到的一种方法）及其在市立婴儿/幼儿中心和该市学前班的实际应用。学生们展示了对该方法的理解以及在当地环境中实施 Reggio Emilia 方法。这引起了他们作为教师和学习者的深刻反思。