Literaturnachweis - Detailanzeige
Autor/inn/en | Mascadri, Julia; Brownlee, Jo Lunn; Walker, Susan; Alford, Jennifer |
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Titel | Exploring Intercultural Competence through the Lens of Self-Authorship |
Quelle | In: Early Years: An International Journal of Research and Development, 37 (2017) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-5146 |
DOI | 10.1080/09575146.2016.1174930 |
Schlagwörter | Foreign Countries; Kindergarten; Preschool Teachers; Interviews; Observation; Cultural Awareness; Standards; Case Studies; Educational Philosophy; Educational Policy; Reflection; Teacher Attitudes; Self Concept; Professional Identity; Cultural Pluralism; Australia Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Beobachtung; Cultural identity; Kulturelle Identität; Standard; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Lehrerverhalten; Selbstkonzept; Kulturpluralismus; Australien |
Abstract | Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators' critical reflection about their intercultural experiences. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |