Abstract
This qualitative case study explores the impact of a six-week, US-based study abroad program on the intercultural competence of 22 secondary teachers from Colombia, El Salvador, Ghana, India, Kazakhstan, Morocco, Poland, Romania, Russia, Rwanda, Thailand, and Ukraine. Based on the results of surveys and interviews, the program enhanced teachers’ intercultural sensitivity and awareness, knowledge of other countries and cultures, and teaching skills and professional development in a structured cross-cultural setting. Intercultural activities, coursework, clinical experiences, and exposure to diverse students, classrooms, families, and cultures were helpful experiences for participating teachers. This study offers practice and policy implications in terms of intercultural competence, teacher education, and cross-cultural program development.
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