Disorienting experiences during study abroad: Reflections of pre-service teacher candidates

This study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Disorienting experiences are a crucial first step for perspective transformation; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. Students’ utilized a variety of reflection opportunities; however, critical self-reflection imperative for transformation requires greater awareness of one’s frame of reference. Future studies need to examine how students’ specificities shape the realization of study-abroad goals for pre-service teachers and their ability to develop global consciousness and to work towards an equitable and just society.

► Teacher candidates face disorienting experiences while studying abroad. ► Key experiences surround race; “outsider” status; risk-taking; & power relations. ► This influences their ability to develop empathy for ethnically diverse students. ► Clearly, racial and ethnic identities shape study abroad experiences and outcomes. ► Reflections based on formal/informal avenues are useful; but limit learning. ► National and student specificities hold implications for study abroad curriculum.