The impact of study abroad on pre-service and in-service teachers' intercultural competence: A meta-analysis. (June 2023)

• Record Type: Journal Article
• Authors: Huang, Qinhui; Cheung, Alan C.K.; Xuan, Qianying
• Is Part Of: Teaching and teacher education. Volume 127(2023)
• Publication Date: 2023-06
• Subjects: Study abroad -- Intercultural competence -- Meta-analysis; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2023.104091
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Study abroad has been seen as a key ingredient in promoting teachers' intercultural competence. Yet, its effectiveness has been unclear. The objective of the current review was to examine the relationship between study abroad and pre- and in-service teachers' intercultural competence as well as to analyze potential moderating effects. Based on 16 qualified studies, we found that study abroad was associated with teachers' intercultural competence, with a small to medium effect (ES = 0.34). The relationship did not differ between pre-service and in-service teachers. Pre-departure, during, and reentry reflective guidance was found to have an influence on the relationship between study abroad and teachers' intercultural competence. The duration of programs can moderate the relationship, but the moderating role of cultural distance was not significant. The results and further implications for institutions and participants are discussed. Highlights: Based on 16 qualified studies, the impact of study abroad on teachers' intercultural competence was examined. Study abroad was positively associated with pre-service and in-service teachers' intercultural competence. Programs with reflective guidance had a higher effect size than programs without. The duration of programs could moderate the relationship, but the moderating role of cultural distance was not significant.