Pre-service teachers’ cultural and teaching experiences abroad

Ateşkan, Armağan

doi:10.1080/02607476.2016.1144634

Cited by 28 publications

(13 citation statements)

References 18 publications

(26 reference statements)

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“…A main part of the research using the conceptualization intercultural competence appears to be about initiatives for particular groups e.g. initiatives with student, teacher and researcher exchange or international schools (Ateşkan 2016;Heyward 2002), or about teaching in a specific subject, e.g. language teaching.…”

Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

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Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be`in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.

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Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

View full text Add to dashboard Cite

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“…Cross-cultural experience plays an essential role in the growth of pre-service teachers and, when used in conjunction with teaching experience, can broaden teachers' worldview and improve their teaching skills. Moreover, incorporating intercultural experiences into pre-service education can help pre-service teachers adapt to the challenges of multiculturalism in their own country (Ateşkan, 2016). Research indicates that such experiences are valuable to pre-service teachers in terms of enhancing their knowledge and skills, worldviews, and awareness of global issues (Brindley et al, 2009;Kabilan, 2013;Rodriguez, 2011;Unlu, 2015).…”

Section: Cross-cultural Learning and Second Language Learningmentioning

confidence: 99%

“…Chinese language learning plays a significant role in the participants' reciprocal learning in China. Learning Chinese as a foreign language helps pre-service teachers develop their interpersonal skills (Ateşkan, 2016;Kabilan, 2013;Yang, 2011;Zhao, Meyers, & Meyers, 2009). It enhanced the participants' intrapersonal and interpersonal skills, which allowed them to have deeper and more meaningful interactions with the local communities.…”

Section: The Role Of Participants' Chinese Language Proficiency In Chinamentioning

confidence: 99%

“…Cross-cultural learning and teaching experience can broaden pre-service teachers' worldview and improve their teaching skills. Moreover, incorporating intercultural experience into the pre-service teacher education system can help preservice teachers adapt to the challenges of multiculturalism in their own country (Ateşkan, 2016;Cushner & Mahon, 2002).…”

Section: Introductionmentioning

confidence: 99%

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A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Deng¹

2019

Journal of Teaching and Learning

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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“…Much of the research on teaching abroad focuses on preservice teacher education (e.g., Ateşkan, 2016;Marx & Moss, 2011;Trilokekar & Kukar, 2011). Quezada (2004) stated that providing student teaching experiences abroad is the key ingredient to having "culturally and globally literate" (p. 464) educators.…”

mentioning

confidence: 99%

University Educators’ Experiences of Teaching Abroad: The Promotion of Cross-cultural Competence

Dwyer¹

2019

cjsotl-rcacea

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As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and discussed how it can help foster the development of cultural competency. Within this meta-theme, four subthemes emerged. The participants in this study discussed the personal dispositions and skills they think promote becoming culturally competent—the capacity to (a) adapt, (b) be interested in students and treat them as individuals, (c) embrace challenges, and (d) be comfortable with feeling uncomfortable. Teaching abroad is an effective professional development activity, one that should be supported by universities.

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Pre-service teachers’ cultural and teaching experiences abroad

Cited by 28 publications

References 18 publications

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

University Educators’ Experiences of Teaching Abroad: The Promotion of Cross-cultural Competence

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