Effects of enhancing multicultural knowledge competence through an international teaching practicum programme for Korean student-teachers

Kim, Youn Ock; Soyoung, Yun; Sol, Yang Hwan

doi:10.1080/02188791.2020.1798739

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…ITP was the place where the pre-service teachers have been strengthening various competencies related to teaching through actual exposure to the site. Also, the effects of an ITP also have been reported in many research studies, and in particular, the participants' multicultural competence development was reported (Wilson, 1993;Willard-Holt, 2001;Tang and Choi, 2004;Stachowski and Sparks, 2007;Walters et al, 2009;Barton et al, 2015;Kim et al, , 2021Kim et al, , 2022Jin et al, 2020).…”

Section: Multicultural Competenciesmentioning

confidence: 83%

“…After that, the ITP program officially ends (stage 10) Kim et al, 2022). Among the 10 stages of the entire ITP, the third stage (DPO) and the sixth stage (OTP) could be counted as the main stages of the ITP program.…”

Section: Research Methodology G University's Itp Program [Domestic ...mentioning

confidence: 99%

“…Multicultural competencies consisted of three factors: multicultural knowledge, multicultural attitude, and multicultural skill (Wilson, 1993;Willard-Holt, 2001;Kim et al, , 2021Kim et al, , 2022. First, multicultural knowledge is knowing about multiculturalism.…”

Section: Multicultural Competenciesmentioning

confidence: 99%

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Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Kim,

Yun,

Sol

2023

Front. Educ.

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IntroductionThis research aimed to study the achievement of teacher agency of Korean pre-service teachers through their experiences in an international teaching practicum (ITP). This study also diagnosed the domestic pre-orientation (DPO) program of G University to seek the possibilities of developing a TPACK strengthening program. The participants of this study were five female Korean pre-service teachers who were in the ITP from 2015-2016.MethodsThe data were collected in two different time slots: the teaching diaries and ITP reports from the Korean pre-service teachers, DPO teaching materials, and program instructor's field notes were collected in 2016, and then, the interview was conducted in 2018.Results and discussionTo study their teacher agency achievement, the three chordal triads of agency, the iterational dimension, the practical-evaluative dimension, and the projective dimension, were spotlighted and used as the lens to analyze the data. In addition, the DPO program was analyzed based on the elements of TPACK competencies. The research shows that the ITP was a trigger experience for the Korean pre-service teachers in terms of the achievement of teacher agency. The participants could project their aspirations and then decide and execute what they had learned from the ITP in their actual Korean classrooms. Also, the need to reconstruct the DPO program to be able to assist the pre-service teachers' TPACK achievement has been raised.

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Section: Multicultural Competenciesmentioning

confidence: 83%

Section: Research Methodology G University's Itp Program [Domestic ...mentioning

confidence: 99%

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Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Kim,

Yun,

Sol

2023

Front. Educ.

Self Cite

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“…The diligent, cooperative, and systematic planning with all stakeholders involved and framing of this program with achievable intended outcomes has provided the epistemological and positional framing to build PSTs’ confidence (Talbot & Thomas, 2021; Tudball & Phillips, 2017). There is no perfect model designed for an international practicum (Kim et al, 2020). The PAPPET program, on the other hand, has yielded a variety of benefits for all stakeholders, including PSTs (from Australia and India), students in schools and their parents, participating schools, and mentor teachers.…”

Section: Discussionmentioning

confidence: 99%

Building Global Teaching Capacity Among Pre-Service Teachers: Epistemological and Positional Framing in an Internationally Paired, Authentic Practicum

Kurup

Nethsinghe

et al. 2021

Journal of Studies in International Education

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Building the capacity of pre-service teachers to work in globalized cross-cultural environments is essential to cope with the challenges of the 21st century. This study establishes the value of internationally paired, authentically collaborative practicums with strong epistemological and positional framing in pursuing such capacity development. It was conducted among 90 pre-service teachers from three different universities in Australia and India who participated in a three-week paired practicum in three schools in India. The practicum included the collaborative production of an integrated Australian and Indian combined theme presented in a whole school forum. Mixed methods and a design-based research approach yielded data affirming that such a model did indeed provide pre-service teachers with the confidence to teach in increasingly diverse classrooms and contexts, while also identifying which aspects of this practicum model were most influential in this regard.

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The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis

Zhang,

Zhou,

et al. 2024

Educational Research Review

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Effects of enhancing multicultural knowledge competence through an international teaching practicum programme for Korean student-teachers

Cited by 3 publications

References 37 publications

Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Building Global Teaching Capacity Among Pre-Service Teachers: Epistemological and Positional Framing in an Internationally Paired, Authentic Practicum

The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis

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