Files
Abstract
This research examined how five early career educators in the Southeastern U.S. articulated and reflected on their preservice, international student-teaching and study abroad (SA) experiences upon returning. Through an exploratory, qualitative case study, this research aimed to better understand and demonstrate how preservice and emerging educators made meaning of their time in culturally and linguistically diverse countries and classrooms. Through questionnaires, interviews, and program data, this study elucidated the meaning-making processes as a critical component in promoting and sustaining diverse learning communities. Furthermore, this study explored the possibility of international classroom experiences preparing preservice educators for the teaching profession in which they inevitably must be adaptive, flexible, and open to change. This case study reaffirmed the need for teachers to be globally conscious and culturally responsive in order to support students from culturally and linguistically diverse backgrounds while cultivating learning communities that both affirm and sustain its learners.