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

dc.accessRightsAnonymous*
dc.contributor.authorOh, Kevin
dc.contributor.authorNussli, Natalie
dc.date.accessioned2023-06-19T11:50:34Z
dc.date.available2021-10-19T14:13:42Z
dc.date.available2023-06-19T11:50:34Z
dc.date.issued2021-10
dc.description.abstractThis 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.en_US
dc.description.urihttps://scholarworks.iu.edu/journals/index.php/josotl/issue/view/2130en_US
dc.identifier.doi10.14434/josotl.v21i3.31178
dc.identifier.issn1527-9316
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32677
dc.identifier.urihttps://doi.org/10.26041/fhnw-4945
dc.issue3en_US
dc.language.isoenen_US
dc.publisherIndiana University Pressen_US
dc.relation.ispartofJournal of the Scholarship of Teaching and Learningen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectImmersion programsen_US
dc.subjectInternational field experiencesen_US
dc.subjectTeaching abroaden_US
dc.subjectStudy abroaden_US
dc.subjectInternational practicumen_US
dc.subjectTransformative learningen_US
dc.subjectDiversityen_US
dc.subjectCulturally responsive teachingen_US
dc.subjectCulturally sensitive teachingen_US
dc.subjectSocially sensitive teachingen_US
dc.subjectMulticultural educationen_US
dc.subjectCultural awarenessen_US
dc.subjectCultural knowledgeen_US
dc.subjectProfessional growthen_US
dc.subjectTeacher educationen_US
dc.subjectTeacher trainingen_US
dc.subjectProfessional developmenten_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleDoes short-term international immersion have a sustainable impact on teachers’ cultural competence? Follow-up interviews eight years after a teaching experience in South Koreaen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift*
dc.volume21en_US
dspace.entity.typePublication
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.affiliation.hochschulePädagogische Hochschulede_CH
fhnw.affiliation.institutInstitut Primarstufede_CH
fhnw.openAccessCategoryGolden_US
fhnw.pagination49-70en_US
fhnw.publicationStatePublisheden_US
relation.isAuthorOfPublication75e4a2fa-9e34-4452-98fc-294d105b310a
relation.isAuthorOfPublication.latestForDiscovery75e4a2fa-9e34-4452-98fc-294d105b310a
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