NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1121722
Record Type: Journal
Publication Date: 2011-Nov
Pages: 26
Abstractor: As Provided
ISSN: ISSN-2194-654X
The Role of Preservice Teachers' Meaning Perspectives and Schemes in a Study Abroad Experience
Wessels, Stephanie; Holmes, Melissa; Herrera, Socorro
Multicultural Learning and Teaching, v6 n2 Nov 2011
This microethnographic case study focuses on patterns of interpretation and decision making of undergraduate preservice teachers as they participated in observations, co-teaching, and teaching in elementary schools in northern Mexico. At the core, this study explores the deeply embedded assumptions preservice teachers may bring to new cross-cultural interactions. Drawing from participant documents, surveys, and interviews, the study seeks to investigate the meaning perspectives and schemes (Mezirow, 1991) that study abroad participants used to make sense of their experiences. Also explored are ways the study abroad experience may have helped to alter or solidify meaning perspectives. Finally, recommendations based on lessons learned are provided for designing study abroad experiences that prompt preservice teachers to view and use cultural differences as assets in classroom practice.
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Grant or Contract Numbers: N/A