Creating a Counter-Space through Listening to and Learning from a Korean Pre-Service Teacher's Experiences

Autor/in	Kang, Jihea
Titel	Creating a Counter-Space through Listening to and Learning from a Korean Pre-Service Teacher's Experiences
Quelle	In: Journal of Educational Issues, 3 (2017) 1, S.141-154 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Student Experience; Females; Language Proficiency; Limited English Speaking; Racial Bias; Phenomenology; Foreign Students; Personal Narratives; Elementary Education; Observation; Interviews; Teaching Experience; Professional Development; Competence; Student Adjustment; Student Participation; Subcultures; Social Isolation; Resistance (Psychology); Coping; Asians + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Studienerfahrung; Weibliches Geschlecht; Language skill; Language skills; Sprachkompetenz; Racial discrimination; Rassismus; Phenomenological psychology; Phänomenologie; Psychologie; Erlebniserzählung; Elementarunterricht; Beobachtung; Interviewing; Interviewtechnik; Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Subculture; Subkultur; Soziale Isolation; Resistenz; Bewältigung; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher's experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01