ABSTRACT
Destination Malawi provided teacher candidates and faculty an enriching academic and outreach opportunity through a study abroad program. The group spent three weeks teaching, service-learning, and supervising classroom lessons in a village community. The investigators examined student's daily journal reflections and field notes using qualitative techniques. These were analyzed to gain insight into experiences and determine impact. Results of the study offer support for study abroad programs that seek to foster cultural sensitivity and adds to existing research on study abroad programs for teacher candidates. Discussion of the study limitations and conclusions are also provided.
