Fostering intercultural learning among preservice teachers has become increasingly important. This article describes the results of a three-year study of semester-long projects in which cohorts of undergraduate education majors (N = 41) engaged with first-semester international students and were asked to reflect on becoming involved participants in a linguistically and culturally diverse learning community. The findings reveal the transformative effect of intercultural encounters on future teachers.
All Science Journal Classification (ASJC) codes
- Cultural Studies