Building Cultural Awareness and Intercultural Empathy Using the Critical Incident Analysis Method

Autor/inn/en	Eckert, Sarah Anne; Miller, Melodie
Titel	Building Cultural Awareness and Intercultural Empathy Using the Critical Incident Analysis Method
Quelle	In: Journal for Multicultural Education, 17 (2023) 3, S.304-315 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-09-2022-0113
Schlagwörter	Teaching Methods; Cultural Awareness; Empathy; Critical Incidents Method; Reflection; Preservice Teachers; Teacher Education Programs; Intercultural Communication; Undergraduate Students; Assignments; Metacognition; Teacher Role; Self Efficacy; Culturally Relevant Education; Multicultural Education; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Empathie; Interkulturelle Kommunikation; Assignment; Auftrag; Zuweisung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Multikulturelle Erziehung; Schülerverhalten
Abstract	Purpose: The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools. Design/methodology/approach: This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey. Findings: In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students. Originality/value: This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01