Does short-term international immersion have a sustainable impact on teachers’ cultural competence? Follow-up interviews eight years after a teaching experience in South Korea

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Authors
Author (Corporation)
Publication date
10/2021
Typ of student thesis
Course of study
Type
01A - Journal article
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Editor (Corporation)
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Parent work
Journal of the Scholarship of Teaching and Learning
Special issue
DOI of the original publication
Series
Series number
Volume
21
Issue / Number
3
Pages / Duration
49-70
Patent number
Publisher / Publishing institution
Indiana University Press
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Edition
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Abstract
This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers’ perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers’ self-efficacy regarding culturally responsive teaching (modified from Chu & Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.
Keywords
Immersion programs, International field experiences, Teaching abroad, Study abroad, International practicum, Transformative learning, Diversity, Culturally responsive teaching, Culturally sensitive teaching, Socially sensitive teaching, Multicultural education, Cultural awareness, Cultural knowledge, Professional growth, Teacher education, Teacher training, Professional development
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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ISBN
ISSN
1527-9316
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
'https://creativecommons.org/licenses/by/4.0/'
Citation
OH, Kevin und Natalie NUSSLI, 2021. Does short-term international immersion have a sustainable impact on teachers’ cultural competence? Follow-up interviews eight years after a teaching experience in South Korea. Journal of the Scholarship of Teaching and Learning. Oktober 2021. Bd. 21, Nr. 3, S. 49–70. DOI 10.14434/josotl.v21i3.31178. Verfügbar unter: https://doi.org/10.26041/fhnw-4945

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