Developing Intercultural Competence among Pre-Service Teachers through International Student Teaching

This ethnographic methods study examines how an international student teaching (IST) program may help to prepare pre-service teachers (PSTs) for culturally diverse U.S. classrooms. Participants in the study take part in month-long IST program in Mexico City, Mexico. The study explores two related questions: what PSTs say they learn about intercultural competence during an IST experience, and what PSTs report as learning opportunities in international school classrooms that are difficult to transfer into the U.S. context. Two conclusions are offered. First, study findings suggest that IST programs may develop “cultural noticing” ability among participants. Cultural noticing is conceptualized as a foundational capacity of intercultural competence, and development of this capacity may contribute to PSTs’ success in culturally diverse U.S. classrooms. Second, PSTs report that they struggle to transfer lessons learned about teaching in international classrooms into U.S. urban contexts with culturally diverse students. Implications for theory, research, and practice are discussed