Search results for: Phillion JoAnn

In this article, the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers’ multicultural competencies for personal and professional growth. The authors conclude that critical reflection for developing multicultural competencies in teacher education students is necessary if teachers in U.S. American schools are to succeed with teaching diverse students. In addition, participating in well–organized and structured programs such as study abroad infused with opportunities for critical reflection is one way of preparing multicultural teachers. Finally, exposure to diverse cultural knowledge and pedagogical practices enacted in diverse educational settings offers teacher education students opportunities for developing multicultural competencies.