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...

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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
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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

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