Journal Article

Intentional partnerships, lasting change: international student teaching and the development of culturally responsive pedagogy

Heddy, Eileen Burke, McCotter, Suzanne

2025

Overview

Purpose This study examined the impact of leveraging strategic partnerships with international schools to develop preservice teachers’ cultural competence during their full-time student teaching semester. It examined how international placements fostered practices consistent with culturally responsive pedagogy (CRP) with the goal of encouraging other educator preparation programs to create or strengthen similar initiatives. Design/methodology/approach This sequential mixed-methods case study drew on data from 25 surveys and five semi-structured interviews. Survey results were analyzed for common themes, which informed the questions for subsequent semi-structured interviews. The interviews provided opportunities for in-depth explorations of participants’ long-term reflections on the impact of their international placements. Findings The findings demonstrated the program’s profound and complex impact in strengthening participants’ commitment to CRP and extending towards CSP. This growth was not simply the result of traveling abroad, but rather of intentional partnerships with international schools that celebrated diversity, effectively supported multilingual learners and modeled inclusive practices. These contexts empowered participants to affirm and sustain learners’ identities while also developing the confidence and skills to engage diverse classrooms. Originality/value Much of the literature related to preservice teachers’ international experiences is more than ten years old, based on a limited number of programs and/or focused on short-term (2–4 week) faculty-led trips. Additionally, most previous studies gathered qualitative data during or immediately after the experience. In contrast, this mixed-methods study followed up with alumni two to seven years after they completed an eight-week student teaching placement in an international partner school, offering new insights into lasting impact on CRP and extending to CSP.

• Publisher: Emerald Group Publishing Limited,Emerald Publishing
• Subject: Alumni / Art Teachers / Case Studies / Classroom Environment / Clinical practice / College faculty / Colleges & universities / Competence / Cooperating teachers / Cultural Awareness / Cultural competence / Culturally responsive pedagogy / Education Majors / English (Second Language) / Expectation / Faculty College Relationship / Foreign students / Full Time Students / Graduate Study / Housing / International / International field placements / International school partnerships / International Schools / International student teaching / Interviews / Language of Instruction / Learning / Majors (Students) / Multilingualism / Outcomes of Education / Pedagogy / Preservice Teacher Education / Preservice teachers / School principals / Self Efficacy / Social Emotional Learning / Student Development / Student teachers / Student teaching / Study abroad / Teacher education