Cross-cultural immersion in China: Preparing pre-service elementary teachers to work with diverse student populations in the United States

Zhao, Yaohua; Meyers, Laura E.; Meyers, Barbara

doi:10.1080/13598660903058925

Cited by 55 publications

(34 citation statements)

References 19 publications

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“…International practicum and internships have been common in the US and Australia with 45% of universities offering overseas field placements (Hill, Thomas, & Cote, 1997). There is a substantial body of research from North America and Australia into international practicum and its role in developing intercultural awareness and skills in the context of globalisation (Cushner, 2007;Hill et al, 1997;Mahan & Stachowski, 1990;Mahon, 2007;Pence & Macgillivray, 2008;Stachowski & Mahan, 1998;Stachowski & Sparks, 2007;Vall & Tennison, 1991/2;Willard-Holt, 2001;Zhao, Meyers, & Meyers, 2010). The dominant theme in the literature is the development of student teachers' cross-cultural understandings, empathy and skills, attributes which transfer to their understanding of and skills in teaching in home contexts (Bryan & Sprague, 1997;Mahon, 2007;Nieto, 2006;Zhao et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education

Cruickshank¹,

Westbrook

2013

Asia-Pacific Journal of Teacher Education

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International practicum is disappearing from teacher education programs with the increasing pressures for 'local experience'. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as 'cultural tourism' and also the presumption of conflict between preparing teachers for both global and local contexts.

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Section: Introductionmentioning

confidence: 99%

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education

Cruickshank¹,

Westbrook

2013

Asia-Pacific Journal of Teacher Education

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“…Maynes et al (2012), Misco and Shiveley (2014), Trilokekar and Kukar (2011), and Zhao, Meyers, and Meyers (2009) all cited Wilson's (1982) publication, Cross-cultural Experiential Learning for Teachers. Zhao et al (2009) Wilson's (1982) claim that "cross-cultural experiential learning assists in the development of global and cross-cultural perspectives" (p. 297); these immersive learning experiences, when coupled with reflection, lead to the internal and external self-improvement needed for educators of diverse groups. Batey and Lupi (2012) drew from Holtzman's theory of Surface and Deep Culture.…”

Section: Cultural Theoriesmentioning

confidence: 99%

Reflecting on international educative experiences: Developing cultural competence in preservice early childhood educators

Anderson

Fees

2018

Journal of Early Childhood Teacher Education

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The purpose of this literature review was to examine existing literature related to international experiences of early childhood pre-service educators. Given the unique opportunity for study abroad as a potential part of the college or university curriculum, the present discussion focuses on the question: what is the relationship between international experiences and preservice early childhood educators' cultural competence? More specifically, the following subquestions were examined: 1) How is cultural competence defined across the literature? 2) What theories are applied to understand the effect of international experiences on the cultural competence of pre-service educators? 3) What pedagogical strategies are most frequently applied to develop cultural competence among pre-service educators? 4) What evidence is provided that pre-service educators changed (if at all) as a consequence of international immersion? A systematic literature search was conducted to locate original published studies that reported on the cultural competence of pre-service early childhood educators after international experiences.Detailed analysis of the articles revealed positive outcomes on pre-service educators who engaged in international educative experiences. Pedagogical strategies such as immersion and critical reflection led to pre-service educators' self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. These findings warrant consideration by higher education, teacher education programs, and practice and research organizations. Further research examining the longevity of impact of international experiences on early childhood educator cultural competence in the classroom is suggested.iv

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“…Teachers reported translating their cultural experiences and critical insights into more authentic experiences for their students back inside the classroom. After teaching abroad, educators reported introducing authentic cultural experiences for their students (Quezada & Alfaro, 2007;Cook, 2009), including students' cultures in the curriculum (Zhao, Meyers, & Meyers, 2009), and "decentering" the U.S. from the curriculum (Patterson, 2013, p. 107).…”

Section: Pedagogy Of Multiliteracies Multiliteracies Theory Embracesmentioning

confidence: 99%

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

Kerkhoff

2017

Teaching and Teacher Education

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Our world is increasingly interconnected economically, environmentally, politically, technologically, and socially. In response, leaders have called for more global education in our K-12 schools. Current global readiness frameworks put forward by the US Department of Education, Partnership for 21 st Century Skills, and others are widely used; however, they are not empirically grounded and tested. This study took steps towards an empirically validated construct of teaching for global readiness. A sequential exploratory mixed methods design (QUAL  quan) was utilized to operationalize and validate the construct teaching for global readiness. Mixed methods BIOGRAPHY Shea Kerkhoff earned her B.S. in English Education from Ball State University and M.Ed. in International Education Policy and Management from Vanderbilt University. She taught high school English for seven years, including Wake County Public Schools in North Carolina (NC) and District of Columbia Public Schools. Currently, she serves as 4 the World's Education Director and teaching assistant at North Carolina State University, where she pursued her Ph.D. in Curriculum and Instruction with a focus in Literacy. In these roles she has led two alternative spring break trips of NCSU students and faculty to Belize and Guatemala for service learning. Shea serves as the adviser to the student chapter of 4 the World at NCSU. In 2014 as a research assistant with North Carolina Department of Public Instruction, Shea helped create the Global Ready School Rubric. Shea worked with the Global Education team to design the method, analyze the findings, and present the final document. As a graduate assistant at NCSU, Shea taught Reading Print and Digital Texts Across the Disciplines and was part of the Disciplinary Literacy for Deeper Learning MOOC-Ed design team. In this role, she reviewed the literature on disciplinary literacy, designed the English language arts model project, and provided feedback to participants on the forums. Most recently, Shea served as coach to a cross-cultural collaboration team of American and Chinese teachers at the 2015 New Literacies Teacher Leader Institute. Passionate about her researchincluding adolescent literacy instruction, disciplinary literacy, global education, and gender equality-Shea is a lifelong learner who strives to instill a love of learning into her students. iii ACKNOWLEDGEMENTS First and foremost, I would like to thank my advisor Dr. Hiller A. Spires. You have taught me so much, from how to conduct research to how to eat squirrel fish. You have a unique gift for challenging people to do more than they thought possible and supporting them to accomplish their dreams. Thank you for always taking time to teach me. I would also like to thank my committee. Dr. Duarte Morais, your work has made my work possible, as well as the work of numerous others. Dr. Jessica Decuir-Gunby, you are a triple threatteacher, researcher, and leader. Dr. Ruie Pritchard, thank you for taking the time to close read my papers and give me such meaningf...

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Cross-cultural immersion in China: Preparing pre-service elementary teachers to work with diverse student populations in the United States

Cited by 55 publications

References 19 publications

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education

Reflecting on international educative experiences: Developing cultural competence in preservice early childhood educators

Designing global futures: A mixed methods study to develop and validate the teaching for global readiness scale

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