EVALUATING the Effectivenessof Intercultural Teachers

Abstract

With globalization and major immigration flows, intercultural teaching encounters are likely to increase, along with the need to assure intercultural teaching effectiveness.Thus, the purpose of this article is to present a conceptual framework for nurse educators to consider when anticipating an intercultural teaching experience. Kirkpatrick's and Bushnell's models provide a basis for the conceptual framework. Major concepts of the model include input, process, output, and outcome.The model may possibly be used to guide future research to determine which variables are most influential in explaining intercultural teaching effectiveness.

Transformative elements of intercultural education for Japanese nursing students

“…Participants' initial distress within the intercultural learning environment needs to be understood from a cultural perspective by Westerners working within this situation, and not misinterpreted by viewing it from a Western paradigm (Griffiths et al, ; Kealy, ). Therefore, we suggest, in line with other researchers (Cox, ; Kealy, ), that any faculty taking on a teaching assignment in a foreign country learn as much as possible about the teaching/learning styles of the students, the cultural etiquette norms, and communication patterns.…”

“…Another profound difference in the learning environment is the nature of the responsibilities of the teacher and the learner. In an Asian learning context, the student's classroom responsibility is one of making sense of what is said, unlike the Western context where the teacher has the responsibility to be clearly understood by the student (Cox, ; Wang, Andre, & Greenwood, ). Anderson, Friedemann, Bűscher, Sansoni, and Hodnicki () makes the point that “because it is the listener's responsibility to comprehend the speaker, embarrassment from failing to understand the speaker the first time often prevents the asking of clarification questions” (pp.…”