Exploring the Perceptions of Elementary School Teachers’ Recruiters concerning Teachers’ Study-Abroad Experiences

Abstract

The multicultural classroom increasingly becomes the standard classroom in the Netherlands and requires a higher level of teaching than is usually found among teachers. Alongside this multiculturalism in schools, internationalization becomes increasingly important in teacher education. Research has shown positive effects of study-abroad experiences on the personal and professional development of teachers. Furthermore, study-abroad experiences have positive effects on the employability of students in many occupations. However, no prior research has been done concerning the perceptions of recruiters of elementary school teachers regarding study-abroad experiences for teachers when hiring or rejecting personnel. This exploratory study investigated the perceptions among recruiters of elementary school teachers in the Utrecht area regarding study-abroad experiences for teachers. Results indicated that elementary teachers’ recruiters value the knowledge, skills and attitudes related to study-abroad experiences. However, student teachers have to demonstrate a degree of reflection and recalibration on their own actions in order to pinpoint what has been learned through these study-abroad experiences.