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The author presents a qualitative study on engaging teacher candidates in virtual teams towards instructional design projects. Through virtual collaborations via synchronous and asynchronous tools, pre-service teachers engaged in cross-cultural exchanges through project-based learning. This study examines how teacher candidates work in global virtual teams, and discusses the design of the project, strategies to facilitate international virtual teams, and the findings on implementing design projects in teacher education. The results show pre-service teachers’ teaching beliefs have been enhanced to integrate technology and live the experience.

Pre-Service Teachers and Interdisciplinary Design in Global Virtual Teams: A U.S. Perspective