Transformative journeys : unveiling the metamorphosis of pre-service teachers through education abroad

Abstract

This qualitative study explores the transformation in pre-service teachers participating in an education abroad practicum at a non-governmental organization where they taught English to vulnerable populations. Utilizing a phenomenological approach with grounded theory methods for data analysis, this research incorporated observations, questionnaires, and follow-up interviews to assess changes in teaching confidence, cultural awareness, and pedagogical approaches. Participants included nine female pre-service teachers, predominantly white, who engaged in daily educational activities designed to enhance their instructional skills and cultural competence. Findings indicate significant gains in adaptability, inclusive teaching practices, and a nuanced understanding of cross-cultural interactions, highlighting the practicum's effectiveness in preparing educators for diverse educational settings. Future research suggestions include longitudinal studies to track the enduring impacts of such programs.