Facilitating preservice teachers’ transformation through intercultural learning: Reflections from a self-study

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been widely discussed. This chapter presents findings from a self-study that examined practices aimed at preparing preservice teachers for linguistically and culturally diverse contexts through transformative intercultural learning. It exemplifies how Mezirow’s transformative learning theory can be put into practice by helping teacher educators reflect on their belief systems and practices. The findings show that disorienting dilemmas might challenge the validity of assumptions and lead to perspective transformation. It is evident that both teacher education process and intercultural learning share common ground in transformative learning. As researchers and educators continue to explore this relationship, particularly though self-study, it will lead to many insights about educational practice that is critical in a time of increasing diversity locally and possibilities for teaching and learning globally.

Original languageEnglish (US)
Title of host publicationAdvances in Research on Teaching
PublisherEmerald Group Publishing Ltd.
Pages167-184
Number of pages18
DOIs
StatePublished - Jan 1 2018

Publication series

NameAdvances in Research on Teaching
Volume30
ISSN (Print)1479-3687

All Science Journal Classification (ASJC) codes

  • Education

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    Senyshyn, R. M. (2018). Facilitating preservice teachers’ transformation through intercultural learning: Reflections from a self-study. In Advances in Research on Teaching (pp. 167-184). (Advances in Research on Teaching; Vol. 30). Emerald Group Publishing Ltd.. https://doi.org/10.1108/S1479-368720180000030013