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This article presents a qualitative case study of U.S. social studies pre-service teachers (PSTs) interning in England. We explore how these experiences influence their teaching and their orientation towards culture and cultural difference, and how the structure of education abroad programs are designed to support growth in cultural competence and orientations towards teaching history. Participants are enrolled in a teacher education program that affords social studies PSTs an opportunity to study abroad in England post-student teaching. For this study the developmental model of intercultural sensitivity (DMIS) provided the conceptual frame to explore intercultural competence as it presents a continuum of ethnocentric to ethnorelative perspectives (Hammer & Bennett, 2003). Using this conceptual framework, data were collected from 32 social studies PSTs representing three annual cohorts who participated in the education abroad program from 2015-2017. Data from weekly student journals were captured and qualitatively analyzed. Participants wrote journal entries prior to departure, while abroad, and upon reentry to the United States in response to instructor generated prompts. Three broad themes emerged across the data: (1) living and interning in English society challenged facets of PSTs' cultural identity and professional practices, (2) PSTs more critically examined their orientation towards social studies education as a discipline, and (3) PSTs expanded their awareness of broader educational issues and concerns. Implications offer insight to how education abroad programs impact pre-service social studies teachers' pedagogical practices.

Offering examples from her own experiences, the author advises community-engaged scholars (and those mentors and institutions that support them) to always question assumptions with respect to the communities in which they are engaged. She notes that as they work to unfold research programs, they should be sure to listen carefully to the communities with whom they partner when developing research questions and methodologies, being sure to frame their work equitably and in ways that allow everyone to learn, including themselves. She stresses the need to utilize or push further for university or college funding opportunities that help support community engagement and research. Finally, she explains that when engaging with communities outside of the classroom, they must consider taking very carefully thought out and measured risks with input from the community while also knowing where their self-care and/or ethical limits and boundaries are so that they can take full pride in their work over the lives of their careers and beyond. She believes that many aspects of her career have helped her grow as a scholar: the multicultural contexts and ways of seeing and experiencing the world; older and newer research opportunities; excellent mentoring; grant and other financial supports; community partnerships; award recognitions; and tenure and promotion validations. She hopes that that institutions will make community-engaged scholarship and funding a greater priority as they consider challenges and social injustices that communities face.

Effective teacher educators reflect and upon reflection, make important changes to lessons, units, and instructional strategies. But have they ever considered the importance reflection has for students or what bearing "their" reflections have on them as their teachers? During the first six weeks of the (introductory) Child Development and (advanced) Child Care courses the author teaches at South Windsor High School in Connecticut, students learn about child development theories and milestones. In the introductory classes, students learn about terms such as "gross" and "fine motor skills" and "eye-hand coordination," and they learn about developmentally appropriate practice. Advanced students study theorists, including Vygotsky and Dewey. In this article, the author describes how she teaches child development courses in three phases that are circular in nature: (1) teaching; (2) experiencing; and (3) reflecting.

In the past, nativists opposed immigration, period. The sharp distinction between "legal" and "illegal" immigrants emerged fairly recently, according to immigration historian David Reimers, a professor of history at New York University. "Basically, by the mid-90s 'legal' immigration was no longer an issue," he says. "The hot-button issue became the undocumented immigrants." That makes immigration a powder keg for teachers. It's a deeply important part of American history, a part of nearly everyone's family legacy and present in almost every community. Many educators agree that concentrating on the power of personal stories helps students see how today's immigrants are not that different from those in the past. This article illustrates how teacher Dale Rosine's "Family Heritage" project connects students to their family backgrounds while promoting diversity and understanding in the classroom.