Seeking to deepen our understandings of the ways international study abroad programs may enhance efforts to prepare culturally responsive teachers, the purpose of this case study was to explore a preservice teacher’s intercultural development during a semester-long teacher education program in London, England. Such study abroad teacher education programs are offered as an innovative means to promote preservice teachers’ intercultural development, providing unique opportunities for these students to confront their ethnocentric worldviews and begin to consider the ways culture influences teaching and learning. Findings from this study reveal that participation in the program positively influenced intercultural development. Themes that illuminate aspects of the participant’s study abroad experience that both challenged and supported intercultural development included immersion within both a culture and school along with the essential role of an intercultural guide who promoted reflective practices around issues of culture and self. Implications for preservice teacher education program design are addressed.
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