As schools become increasingly culturally and linguistically diverse, there is an acute need for teachers who possess the skills and understandings to work across cultures, a capacity called interculturality. This paper reviews the body of research that has investigated ways in which interculturality is developed among teachers, particularly within the context of cultural immersion field experiences. The review identifies a set of learning outcomes that have been documented in the research to develop teacher interculturality and maps out tensions that limit the impact and utility of this emerging body of research. It also offers some directions for future research.
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