Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis - Article 6

Oct 15, 2026

Short-term international experiential learning opportunities can foster language teachers’ multidimensional development, yet existing reviews have rarely provided a comprehensive synthesis of their impact. This meta-synthesis of 25 qualitative studies examined how international experiential learning supports pre- and in-service language teachers across professional, linguistic, and intercultural dimensions. Results also highlight research agendas focused on peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Abstract

Introduction

Intercultural/global competence and experiential learning

Motivation and research gap

Research questions

Methods

Australian Journal of Teacher Education | Volume 44 | Issue 1 | Article 6 | | --- | --- | | 2019
Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis
Emrullah Yasin Çiftçi
Middle East Technical University, [eyasinciftci@gmail.com](eyasinciftci@gmail.com)
A. Cendel Karaman
Middle East Technical University, [cendel@metu.edu.tr](cendel@metu.edu.tr) | | Recommended Citation Çiftçi, E., & Karaman, A. (2019). Short-Term International Experiences in Language Teacher Education: A Qualitative MetaSynthesis. Australian Journal of Teacher Education, 44 (1). Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss1/6](https://ro.ecu.edu.au/ajte/vol44/iss1/6) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol44/iss1/6](https://ro.ecu.edu.au/ajte/vol44/iss1/6) Australian Journal of Teacher Education Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis Emrullah Yasin Çiftçi A. Cendel Karaman Middle East Technical University, Turkey Abstract: Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers’ development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre-and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional,(2) linguistic, and (3) intercultural. Based on this analysis, further research and practice directions regarding international language teacher education emerged. These emerging research agendas concentrated on the critical role of peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision. Introduction Teachers are expected to grasp global interconnectivity, global nature of societal dynamics, respect diversity, and embrace social justice (Phillion & Malewski, 2011; Sleeter, 2008) . Researchers in the field of teacher education conceptualized this broad set of skills with different terms such as intercultural/global competence (Sercu, 2006; Zhao, 2010), global teacherhood (Karaman & Tochon, 2007), and culturally responsive teaching (Gay, 2010; Villegas & Lucas, 2002) . With all these conceptualizations, teachers are encouraged to embrace diversity in their classrooms and foster democratic learning environments. However, in order to help teachers to develop intercultural/global skills, theory would not suffice. There must also be experiential learning opportunities within diverse contexts (Zhao, 2010), as different contexts are known to bring on different kinds of teacher learning (Putnam & Borko, 2000) . This has resulted in a number of teacher education programs around the world integrating temporary study abroad or cultural immersion opportunities into their program components (Smolcic & Katunich, 2017) . Such programs may provide their participants with international student teaching experiences and thereby could be an optimal way to foster intercultural/global and teaching skills. These programs, particularly, can help language teachers explore complex issues around language learning and teaching and develop more confidence toward interculturality, language use, and professional development (IsabelliGarcía, Bown, Plews, & Dewey, 2018) . International programs may, overall, enhance knowledge base and practical repertoire of both pre-and in-service language tea

FAQs

What is the main purpose of this study?

It synthesizes qualitative research to analyze the role of short-term international experiential learning in language teacher education and development.

Which dimensions of development were synthesized in the outcomes?

Outcomes were organized under three headings: professional, linguistic, and intercultural development.

How many qualitative studies were included, and how were they analyzed?

The meta-synthesis analyzed 25 qualitative studies and reported main outcomes of short-term international experiences.

What future research and practice directions are suggested?

The emerging agendas emphasize peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.

Oct 15, 2026

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