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Preparing Culturally Competent Teachers through Faculty-Led Study Abroad
Abstract
A review of national trends and best practices informs this analysis of key factors for high-impact teacher education programs abroad, particularly short-term faculty-led programs. Challenges faced by such programs, as well as criticisms of short-term study abroad are addressed and strategies proposed for fostering successful faculty-led programs including discussion of concerns regarding sustainability, curriculum integration, partnerships, student engagement, career integration, and safety and security.
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