Abstract
Using a qualitative approach, this article investigates elementary teacher candidates’ perceptions of the effects of a week-long international teaching experience. Preservice teachers traveled to Mexico and taught in a bilingual school, as well as touring cultural and historical sites. Pre- and post-questionnaires and interviews were conducted, along with a 1-year follow-up. The teacher candidates reported lasting effects of this experience upon their teaching as well as their personal lives.
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