International service learning and critical global citizenship: A cross-case study of a Canadian teacher education alternative practicum

This study aimed to demonstrate how an international experience within a teacher education program shaped student teachers as global citizens. Our cross-case study of two cohorts of student teachers who participated in an international service learning practicum demonstrates the nuanced ways that international placements influence the development of critical global citizens and the impact on their teaching. Survey and interview responses, collected 3-12 months post-practicum, demonstrate that while there is considerable evidence that participants became culturally aware global citizens, there is less evidence that they became critical global citizens, who actively respond to inequities within and outside of the classroom.