Exploring the Influence of an Ethiopian Short-Term Study Abroad Experience on Pre-Service Teachers’ transformative Learning and Reflection Skills

Abstract

This case study explores the transformative learning of pre-service teachers that occurred during a short-term study abroad trip to Ethiopia. During this study abroad trip, students participated in a variety of experiences that led to transformative learning. These included teaching lessons in primary classrooms with Ethiopian children, participating in cultural excursions, and engaging in critical reflection throughout the trip. Data sources for this case study include students’ blogs and journals, university faculty’s anecdotal notes, and a focus group with students a year after the trip. Findings from this study suggest students faced disorienting dilemmas, emotional disequilibrium, and exploration of new roles and situations that all led to transformative learning. This case study adds to the body of research supporting the benefits of short-term study abroad trips on students’ learning. Recommendations for study abroad organizers and faculty are provided.