Transformative Learning of Pre-Service Teachers during Study Abroad

Abstract

Only a small percentage of pre-service teachers are exposed to meaningful, comprehensive curricula that enhance global competence (Lucas & Villegas, 2002; Tucker, 1982; Wells, 2008). In response to pre-service teachers’ limited exposure to diverse curricula, many universities offer international study abroad programs that provide students with experiences designed to increase multicultural and global awareness that they may not receive in their regular coursework. This paper shares how a Study Abroad Program to Reggio Emilia, Italy transformed pre-service teachers’ learning experiences. Conclusions, discussions, and recommendations for future research are also included.