Background/Purpose
Today's teachers—often middle class, suburban, and white—are teaching a student body that is increasingly diverse. International teaching may lead to enhanced personal and professional flexibility. The purpose of this quantitative research study was to examine how international teaching experiences affect preservice teachers' identity.
Method
A convenient sample of N=13 college health and physical education students was used in this study. Data was gathered from pre– and post– self-reflective papers on their teaching competencies before and after their eight weeks teaching abroad experience. In addition, two reflective journals a week were sent while abroad.
Analysis/Results
As a result of an inductive content analysis, three major themes emerged from the data. First, their sense of professional competency and ability to deal with uncertainty and unpredictable situations was enhanced. Second, they recognized themselves as “outsiders”, yet, function outside their “comfort zones,” and not as members of the dominant culture. Third, they recognized strengths within themselves as they learned to grapple with issues that arose in unfamiliar situations. They learned to accept instead of expect, and to appreciate other people's values and beliefs.
Conclusions
This study explores the internationalization of preservice teachers and the role it can play in the expansion and increased flexibility of classroom practices. As classroom demographics change, teachers' comfort with uncertainty becomes more necessary. Teachers who have taught abroad are more likely to be more comfortable with and more competent in working with more equivocal cultural realities.