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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Autor:innen
Oh, Kevin
Autor:in (Körperschaft)
Publikationsdatum
10/2021
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Journal of the Scholarship of Teaching and Learning
Themenheft
DOI der Originalpublikation
Reihe / Serie
Reihennummer
Jahrgang / Band
21
Ausgabe / Nummer
3
Seiten / Dauer
49-70
Patentnummer
Verlag / Herausgebende Institution
Indiana University Press
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
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
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1527-9316
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
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