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It highlights the need for culturally responsive classrooms in multicultural U.S. schools and argues that short-term, experiential study abroad—supported by sound pedagogy—can build cultural acceptance, improve teaching and learning awareness, and shape educator disposition. Using the Liverpool Project in England as a case, it describes immersive, cross-cultural teacher education grounded in reflective writing and qualitative inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-considerations-vol-45-article-5-lessons-learned-from-the-british-the-liverpool-project/601904/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-considerations-vol-45-article-5-lessons-learned-from-the-british-the-liverpool-project/601904.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article connect global citizenship with preservice teacher education?","Question",{"text":112,"@type":113},"It argues that future teachers must view themselves as part of a broader world community and respond effectively to students from diverse cultural backgrounds, including immigrant children in U.S. schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the three distinct benefits of a global citizenship teaching philosophy mentioned in the article?",{"text":117,"@type":113},"The article identifies Cultural Acceptance, Teaching and Learning, and Educator Disposition as three separate areas of benefit for preservice teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the Liverpool Project define “study abroad”?",{"text":121,"@type":113},"It explains that study abroad involves independent study, apprenticeships, and fieldwork, combining rigorous academic learning with immersion in another culture.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601904,1792116576,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \n\n| Volume 45\u003Cbr>Number 1 Teaching and Learning in a Global\u003Cbr>Community | Article 5 |\n| --- | --- |\n| 2019\u003Cbr>Lessons Learned from the British: The Liverpool Project\u003Cbr>Claudia J. McVicker\u003Cbr>William Jewell College, [mcvickerc@william.jewell.edu](mcvickerc@william.jewell.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Elementary Education and Teaching Commons, International and Comparative Education Commons, Other Teacher Education and Professional Development Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nMcVicker, Claudia J. (2019) \"Lessons Learned from the British: The Liverpool Project,\" Educational Considerations: Vol. 45: No. 1.  \n[https://doi.org/10.4148/0146-9282.2170](https://doi.org/10.4148/0146-9282.2170)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nMcVicker: Lessons Learned from the British  \nLessons Learned from the British: Stepping Out of the U.S. to Prepare Preservice Teachers  \nClaudia J. McVicker  \nIntroduction  \nAs higher education embraces themes of global citizenship, it is important to investigate  \neducational initiatives that inspire this kind of thinking in future teachers. A global citizen  \nperspective means acknowledging we are all members ofa world citizenry that is broader and  \nbigger than our own country. This is a critical belief a teacher must adopt. In this multi-cultural country, teachers encounter children who have immigrated to the U.S. in most schools. They will need to welcome them with culturally responsive classrooms from the stance of a global citizen,  \none who believes in inclusiveness. Taking future teachers to teach and learn in other countries  \nbroadens their worldview so they can acknowledge cultural differences and connect  \nempathetically with their students. Universities need to adequately prepare their graduates with  \nthe skills and knowledge needed in a global society (Stoner, et al, 2014). Many U.S. universities  \nhave prioritized the development of faculty-led or short-term studies abroad to purposefully  \nfoster a global mindset in their students. Offering short-term, experiential study abroad  \nprograms can provide opportunities to foster global citizenship when coupled with sound  \npedagogy.  \nA teaching philosophy from a global citizenship stance can benefit a preservice teacher in three distinct ways: Cultural Acceptance, Teaching and Learning, and Educator Disposition. Cultural  \nacceptance can be developed in other countries who have unique global viewpoints that  \ninfluence how they educate their youth. This will prepare teachers to inspire their students to  \naccept and be inclusive of children from a variety of cultural backgrounds. Being embedded in a  \nforeign school system may help teacher education students see teaching and learning with a  \ndifferent lens. They will learn about what kinds of strategies, resources, and policies other  \ncountries employ. And last, students who have studied abroad may develop creativity,  \npersistence, resourcefulness, and cultural awareness that students who are educated solely in this  \ncountry may not develop.  \nAdditionally, studying abroad has a wide appeal to college students. For some it is their first dip  \nin international travel; for others, it is an opportunity to add value to their discipline’s  \ncoursework. And for most, it is simply an exciting, adventurous thought to spend some extended  \ntime in a foreign country becoming integrated in its communities and way of life. In The  \nLiverpool Project, the subject of this particular study, it was all of the above.  ","cbCailqcsTIujJpz","https://ap.wps.com/l/cbCailqcsTIujJpz","pdf",591672,"English","# Introduction\n## Cultural Acceptance, Teaching and Learning, and Educator Disposition\n## The Liverpool Project: A Teacher Education Study Abroad in England\n## Study Abroad as More Than a Trip","[{\"question\":\"Why does the article connect global citizenship with preservice teacher education?\",\"answer\":\"It argues that future teachers must view themselves as part of a broader world community and respond effectively to students from diverse cultural backgrounds, including immigrant children in U.S. schools.\"},{\"question\":\"What are the three distinct benefits of a global citizenship teaching philosophy mentioned in the article?\",\"answer\":\"The article identifies Cultural Acceptance, Teaching and Learning, and Educator Disposition as three separate areas of benefit for preservice teachers.\"},{\"question\":\"How does the Liverpool Project define “study abroad”?\",\"answer\":\"It explains that study abroad involves independent study, apprenticeships, and fieldwork, combining rigorous academic learning with immersion in another culture.\"}]","Educational Considerations - Vol. 45 - Article 5 - Lessons Learned from the British: The Liverpool Project | PDF",1792093667]