Developing intercultural competence through overseas student teaching: checking our assumptions

Abstract

The following study was designed to determine the extent to which intercultural competence, as measured by the Intercultural Development Inventory, is impacted as a result of an overseas student teaching experience. Student teachers participating in an overseas student teaching experience from 8 to 15 weeks through the Consortium for Overseas Student Teaching were assessed prior to and at the end of the experience. Three groups were compared: an experience only group; one group with experience who were also sent reflective questions every 2–3 weeks; and a stay-at-home control group. Results suggest that overseas student teaching alone without a concerted effort to address intercultural growth is insufficient in bringing about a change in intercultural competence. Recommendations for program providers and schools of education are provided.