Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives
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Authors
Oh, Kevin
Author (Corporation)
Publication date
10.2014
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
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Editor (Corporation)
Supervisor
Parent work
Journal of the Scholarship of Teaching and Learning
Special issue
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Series
Series number
Volume
14
Issue / Number
4
Pages / Duration
67-87
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Publisher / Publishing institution
Indiana University Press
Place of publication / Event location
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Abstract
This study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n=5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected using surveys, interviews, and journals to investigate how the participants work and live while being completely immersed in a new culture. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion had not only advanced their global perspective but had also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to best prepare new teachers for today’s classrooms.
Keywords
immersion programs, multicultural education, diversity, cultural awareness, professional growth, teacher training
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ISBN
ISSN
1527-9316
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
Citation
Oh, K., & Nussli, N. (2014). Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives. Journal of the Scholarship of Teaching and Learning, 14(4), 67–87. http://hdl.handle.net/11654/23789