The longitudinal impact of teaching abroad: An analysis of intercultural development

This case study investigated the development of intercultural competencies in a cohort of preservice elementary special education teachers that participated in a teaching English as a foreign language field experience in Italy. Data sources collected both during and three semesters after the experience included reflections, focus groups and profile responses. Directed content and time series analyses resulted in findings regarding preservice teachers' growth in communication, culturally-relevant teaching practices and personal identity. The discussion addresses longitudinal patterns of change and the effect of the local and international context on preservice teachers' intercultural development process.