Transformative Learning within an International Teaching Experience: Developing as Emerging Culturally Responsive Teachers

Autor/inn/en	Jacobs, Jennifer; Haberlin, Steve
Titel	Transformative Learning within an International Teaching Experience: Developing as Emerging Culturally Responsive Teachers
Quelle	In: Action in Teacher Education, 44 (2022) 2, S.104-122 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1955774
Schlagwörter	Foreign Countries; Transformative Learning; Preservice Teachers; Teaching Experience; Student Attitudes; Cultural Awareness; International Educational Exchange; Teaching Methods; Culturally Relevant Education; Teacher Education Programs; Empathy; Teacher Student Relationship; Classroom Environment; Correlation; Outcomes of Education; Undergraduate Students; Costa Rica + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Schülerverhalten; Cultural identity; Kulturelle Identität; Internationaler Austausch; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Korrelation; Lernleistung; Schulerfolg
Abstract	Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates' experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates' development as emerging culturally responsive teachers by (1) developing a broader conceptualization of culture, (2) developing a new frame of reference on the relationship between culture and classroom learning environments, (3) developing empathy and understanding, and (4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01