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When pre-service teachers are returning from their study abroad as part of their teacher education programme, they often continue with their course and normal routines in life as they were used to. However, it is essential to reflect on how the study abroad learning outcomes may impact pre-service teachers’ behaviour. This dissertation gives more insights in 1) how study abroad could influence teacher behaviour, 2) which behaviour dimensions are part of intercultural teaching competence, 3) how teacher behaviour is influenced by school- and classroom-level characteristics, and 4) how teachers view diversity in their classroom and the way in which they make use of their study abroad learning outcomes. The findings lead to a new model for teacher behaviour in diverse classrooms and to suggestions on how study abroad may be more effectively integrated into teacher education in such a way that the learning outcomes of the sojourn go beyond the welcome-back party. |
