Pre-service teachers and study abroad experiences: Don’t forget about them when they come home

Abstract

• Learning from study abroad experiences was not uniform, indicating pre-service teachers’ level of professional development. • The majority of pre-service teachers’ reflections post-sojourn remained at the descriptive levels. • Reflections at the critical level showed clear implications for teaching and learning practices. • Customized reflective practice approaches may better support learning in study abroad programs. • Additional structure and facilitation are needed to encourage reflection about future teaching roles and practices.