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How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras
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Sharma, Suniti; Rahatzad, Jubin; Phillion, JoAnn – Interchange: A Quarterly Review of Education, 2013
Critical multicultural education and its promise of cultural inclusion face a crisis induced by powerful neoliberal forces that view education as an economic enterprise rather than open dialogue and inclusive pedagogies. With this in mind, this article uses interpretive phenomenology to examine how US American preservice teachers engage in the…
Descriptors: Foreign Countries, Preservice Teachers, Field Experience Programs, Multicultural Education
How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study
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Malewski, Erik; Sharma, Suniti; Phillion, JoAnn – Teachers College Record, 2012
Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took…
Descriptors: Foreign Countries, Case Studies, Mixed Methods Research, Cultural Pluralism
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
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Malewski, Erik; Phillion, JoAnn – Teaching and Teacher Education: An International Journal of Research and Studies, 2009
We explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach…
Descriptors: Preservice Teacher Education, Preservice Teachers, Focus Groups, Field Experience Programs
Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras
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Sharma, Suniti; Phillion, JoAnn; Malewski, Erik – Issues in Teacher Education, 2011
In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's…
Descriptors: Preservice Teacher Education, Qualitative Research, Multicultural Education, Cross Cultural Training
Reimagining the Curriculum: Future Teachers and Study Abroad
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Phillion, JoAnn; Malewski, Erik L.; Sharma, Suniti; Wang, Yuxiang – Frontiers: The Interdisciplinary Journal of Study Abroad, 2009
Universities in the United States and elsewhere offer study abroad programs to meet requirements that graduates have cross-cultural competencies and an international perspective on their discipline. Study abroad courses and field experiences for preservice teachers address two major challenges specific to the teaching profession: (1) how to…
Descriptors: Foreign Countries, Study Abroad, Preservice Teacher Education, Preservice Teachers
Providing Field Experiences with Diverse Populations for Preservice Teachers: Using Technology to Bridge Distances and Cultures
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Phillion, JoAnn; Miller, Paul Chamness; Lehman, James D. – Multicultural Perspectives, 2005
This article discusses a technology project that enables preservice teachers to have field experiences in diverse settings from a distance. Using the interactive capabilities of video conferencing over the Internet, preservice teachers engage in a "virtual" field experience with a diverse classroom in a distant school. Preservice teachers involved…
Descriptors: Preservice Teacher Education, Preservice Teachers, Field Experience Programs, Teacher Educators