Intercultural Praxis: Australian Diploma of Early Childhood Education Preservice Teacher Visual Literacy Comparisons between Australia and Vietnam

Autor/in	Gilmore, Gwen
Titel	Intercultural Praxis: Australian Diploma of Early Childhood Education Preservice Teacher Visual Literacy Comparisons between Australia and Vietnam
Quelle	In: Intercultural Education, 30 (2019) 6, S.634-657 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilmore, Gwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1627112
Schlagwörter	Early Childhood Education; Preservice Teacher Education; Preschool Teachers; Teaching Methods; Multicultural Education; Foreign Countries; Cultural Awareness; Photography; Sociocultural Patterns; Learning Theories; Comparative Analysis; Student Developed Materials; Multiple Literacies; Student Attitudes; Study Abroad; Intercultural Communication; Skill Development; Visual Literacy; Self Concept; Perspective Taking; Intellectual Development; Australia; Vietnam + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Ausland; Cultural identity; Kulturelle Identität; Fotografie; Soziokulturelle Theorie; Learning theory; Lerntheorie; Schülerverhalten; Studies abroad; Auslandsstudium; Interkulturelle Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Selbstkonzept; Zukunftsperspektive; Mental development; Geistige Entwicklung; Australien
Abstract	This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett's developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers' histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells' intercultural praxis framework to understand students' capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01