Navigating the Development of Pre-Service Teachers' Intercultural Competence and Understanding of Diversity: The Benefits of Facilitating Online Intercultural Exchange

Autor/inn/en	Leh, Jayne M.; Grau, Maike; Guiseppe, John A.
Titel	Navigating the Development of Pre-Service Teachers' Intercultural Competence and Understanding of Diversity: The Benefits of Facilitating Online Intercultural Exchange
Quelle	In: Journal for Multicultural Education, 9 (2015) 2, S.98-110 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2014-0042
Schlagwörter	Preservice Teachers; Multicultural Education; Foreign Countries; Intercultural Communication; Diversity; Knowledge Level; Online Systems; Intercultural Programs; Exchange Programs; Synchronous Communication; Cultural Awareness; Beliefs; Electronic Learning; Global Approach; Cooperative Learning; Undergraduate Students; English Language Learners; Germany; United States + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Ausland; Interkulturelle Kommunikation; Wissensbasis; Online; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Cultural identity; Kulturelle Identität; Belief; Glaube; Globales Denken; Kooperatives Lernen; Deutschland; USA
Abstract	Purpose: The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach: Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings: Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications: Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value: These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01