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

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 a...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Kevin Oh, Natalie Nussli
Formato:	article
Lenguaje:	EN
Publicado:	Indiana University Office of Scholarly Publishing 2021
Materias:	Culturally responsive teaching; immersion programs; diversity; teaching abroad; study abroad; international practicum; multicultural education; inclusive classroom; cultural awareness; professional growth; teacher training; transformative learning; professional development Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/3d8ed60c8b6a405fbc3d078d5a2a1f47
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:3d8ed60c8b6a405fbc3d078d5a2a1f47
record_format	dspace
spelling	oai:doaj.org-article:3d8ed60c8b6a405fbc3d078d5a2a1f472021-11-10T21:55:44ZDoes Short-Term International Immersion have a Sustainable Impact on Teachers’ Cultural Competence? Follow-up Interviews Eight Years After a Teaching Experience in South Korea 1527-9316https://doaj.org/article/3d8ed60c8b6a405fbc3d078d5a2a1f472021-10-01T00:00:00Zhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/31178https://doaj.org/toc/1527-9316 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. Kevin OhNatalie NussliIndiana University Office of Scholarly PublishingarticleCulturally responsive teaching; immersion programs; diversity; teaching abroad; study abroad; international practicum; multicultural education; inclusive classroom; cultural awareness; professional growth; teacher training; transformative learning; professional developmentTheory and practice of educationLB5-3640ENJournal of the Scholarship of Teaching and Learning, Vol 21, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Culturally responsive teaching; immersion programs; diversity; teaching abroad; study abroad; international practicum; multicultural education; inclusive classroom; cultural awareness; professional growth; teacher training; transformative learning; professional development Theory and practice of education LB5-3640
spellingShingle	Culturally responsive teaching; immersion programs; diversity; teaching abroad; study abroad; international practicum; multicultural education; inclusive classroom; cultural awareness; professional growth; teacher training; transformative learning; professional development Theory and practice of education LB5-3640 Kevin Oh Natalie Nussli 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
description	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.
format	article
author	Kevin Oh Natalie Nussli
author_facet	Kevin Oh Natalie Nussli
author_sort	Kevin Oh
title	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
title_short	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
title_full	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
title_fullStr	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
title_full_unstemmed	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
title_sort	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
publisher	Indiana University Office of Scholarly Publishing
publishDate	2021
url	https://doaj.org/article/3d8ed60c8b6a405fbc3d078d5a2a1f47
work_keys_str_mv	AT kevinoh doesshortterminternationalimmersionhaveasustainableimpactonteachersculturalcompetencefollowupinterviewseightyearsafterateachingexperienceinsouthkorea AT natalienussli doesshortterminternationalimmersionhaveasustainableimpactonteachersculturalcompetencefollowupinterviewseightyearsafterateachingexperienceinsouthkorea
_version_	1718439662821834752

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

Ejemplares similares