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

Autor/inn/en	Oh, Kevin; Nussli, Natalie
Titel	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
Quelle	In: Journal of the Scholarship of Teaching and Learning, 21 (2021) 3, S.49-70 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Oh, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Foreign Countries; Masters Programs; Teacher Education Programs; Cultural Awareness; Experiential Learning; Elementary Secondary Education; Knowledge Level; Teacher Competencies; Self Efficacy; Culturally Relevant Education; Student Teaching; Teacher Attitudes; Perspective Taking; Interpersonal Relationship; Teaching Methods; Study Abroad; Transformative Learning; Program Effectiveness; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Cultural identity; Kulturelle Identität; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Zukunftsperspektive; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Studies abroad; Auslandsstudium; Pädagogische Transformation; Korea; Republik; USA
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. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01