Developing Culturally Competent Teachers: An International Student Teaching Field Experience

Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

doi:10.14221/ajte.2015v40n4.3

Cited by 16 publications

(8 citation statements)

References 34 publications

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“…In conclusion, as suggested by Salmona, Partlo, Kaczynski, and Leonard (2015), it is recommended that universities promoting organizational change towards a more culturally inclusive teaching delivery, need to integrate changes in program curriculum reflective of this outcome. It is also important that universities provide an environment inclusive of all students and as Leask (2001: 114) suggested, university staff need to focus more on process rather than content.…”

Section: Discussionmentioning

confidence: 98%

The Intercultural Effectiveness of University Students

Gonzales¹

2017

PSYCH

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Intercultural communication has reached new levels with economic globalization, increased sophistication of communication technologies, and "internationalization" of education. As a critical tool for intercultural effectiveness, having a multicultural personality shapes the nature of interaction with people from other cultural backgrounds. In the university context, to advance internationalization, tertiary institutions need to be real international centers for teaching and learning with respect to people's world views. This study aimed to explore intercultural effectiveness of university students by using the Multicultural Personality Questionnaire (MPQ). With this purpose in mind, 493 students from the University of Notre Dame (ND), Sydney participated in a survey utilizing the MPQ. This study ascertained differences in dimensions of the MPQ for several demographic variables such as traditional (<24 years of age) vs. non-traditional (>24 years of age) university students, gender, religious affiliation, bicultural status, and level of study. This study confirmed significant differences in intercultural effectiveness across various countries as well as gender, non-traditional students, and bicultural study. It also stressed the role of curriculum changes at universities to strengthen intercultural effectiveness.

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Section: Discussionmentioning

confidence: 98%

The Intercultural Effectiveness of University Students

Gonzales¹

2017

PSYCH

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“…An ideal teacher has ability to organize students' activities by engaging, instructing, initiating, and organizing feedback. Salmona, Partlo, and Leonard (2015) claimed that among the key elements identified as important for future teachers is the development of greater cultural competence.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Role in Handling Multicultural’ Classroom; Overview on Teaching Strategies and Media

2019

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Multicultural classroom deals with variety of students' background in terms of mother tongue, ethnicity, and culture. In the teaching and learning process, the variety is considered in deciding the appropriate strategies in media. Therefore, the discussion on teaching strategies as well as the media used applied in the classroom is considered important. This research is aimed at finding out those aspects in the perspective of descriptive qualitative study. The subject of the study is English teachers who teach at vocational school with various majors. The data obtained through observation are analyzed descriptively using Creswell's stages; transcribing, coding and classifying, interpreting, and drawing the conclusion. The result of this research shows that teachers still take significant role in classroom. Teachers' strategies and media are also decided based on students' characteristics from different kind of school.

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“…Our aim is to encourage further research, dialogue and professional development to (re)conceptualise the rationales for engagement in teacher education in order to move beyond a privileging of practice removed from theory and additive or essentialist models. Cultural literacy cannot be assumed or subsumed into broader inclusion courses given the cultural diversity of local and global communities of education (Salmona, Partlo, Kaczynski & Leonard, 2015). Arguably, in the dominant legitimating frames such as the professional standards and policies for 'embedding culture' reinforce culturalism.…”

Section: Resultsmentioning

confidence: 99%