Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

Yoon, Jiyoon; Ko, Yeonjoo; Lee, Hyunju

doi:10.1163/23641177-bja10031

Cited by 4 publications

(5 citation statements)

References 24 publications

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“…The author pointed out that designers should be responsive to local specificities such as government regulations and availability of digital resources that may challenge reciprocity in student participation in online classrooms. Yoon's (2021) study demonstrated that contextualizing cultural differences may need to precede online instruction. For example, Korean teachers were better able to teach in an online science classroom, in the Virtual and Open Integration of Culture for Education (VOICE) program, once they understood how American elementary students interpreted science concepts in ways that were culturally different from how the concepts were understood in Korea.…”

Section: Support For Instructors Working With Students From Communitiesmentioning

confidence: 95%

“…Responsiveness can be seen also through how frameworks guide teacher training by bridging understanding across borders or by creating spaces for new understandings. Yoon et al (2021) used Cultural Intelligence (CQ) (Earley & Ang, 2003) as a measurement of cultural awareness outcomes (cognitive, motivational, and behavioral) by Korean science teachers' online encounters with US minority students. Gleason and Jaramillo Chavez's (2020) research used Hansen's (2017) lens of Cosmopolitanism in studying teacher candidates' collaboration and intercultural communication.…”

Section: Findings Question 1: What Are Theories and Conceptual Models...mentioning

confidence: 99%

“…14 Yoon (2021) Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher andidates from Korea during COVID-19…”

Section: Appendix Amentioning

confidence: 99%

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Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

Pawan,

Li,

Nijiati

et al. 2023

OLJ

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This literature review explores the landscape of online teacher learning and professional development (PD) that is responsive to cultural and linguistic differences. The researchers, a diverse group of doctoral students, instructors, and teacher educators, are motivated by the need to address racial inequities and disparities exacerbated by the recent pandemic. The review aims to understand the theories and conceptual models used in responsive online teacher preparation and PD, the utilization of technology and its affordances, and the intentional targeting of specific groups for responsive teacher preparation and PD. The study followed a systematic approach, resulting in the selection of 27 articles that met the inclusion criteria. The findings highlighted the significance of socioculturally inspired theories, frameworks, and practical models in addressing inclusivity. They, in turn, influenced various tools used to reduce barriers, create online communities, enhance accessibility, and promote engagement. Accordingly, the review also revealed that to foster inclusivity, intentional efforts were required to involve teachers from minority, majority, and international communities. The implications emphasized the importance of teacher preparation and PD in establishing responsiveness, refuting deficit thinking, and capitalizing on cultural and linguistic assets. They also underscored the need for equity in the design of online teacher training and professional development. Finally, the review concluded with the various ways AI could be looped into the process.

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Section: Support For Instructors Working With Students From Communitiesmentioning

confidence: 95%

Section: Findings Question 1: What Are Theories and Conceptual Models...mentioning

confidence: 99%

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Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

Pawan,

Li,

Nijiati

et al. 2023

OLJ

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“…CRT is the answer to what is a good strategy for teaching diverse classes. Cultural engagement in education increases students' cultural mastery and interest in science (Yoon et al, 2021). Culture is not only seen as the identity of each student but can be utilized as a potential learning resource, and students feel real context.…”

Section: Culturally Responsive Teaching (Crt)mentioning

confidence: 99%

Exploration of Culturally Responsive Teaching and Problem-Based Learning in The Diverse Learning of Prospective Science Teachers

Ernawati,

Rosana,

Atun

et al. 2024

Intl. J. Rel.

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Cultural diversity involves the learning process. This study aims to describe how the implementation of CRT and PBL affects teaching patterns and its influence on critical thinking character and awareness of cultural behaviour. The study was conducted in a class of 24 prospective science teachers which come from eight provinces in Indonesia. Course lecturers and the head of the study program also participated. The research data were obtained from observations, questionnaires and interviews. Data analysis used a qualitative approach. The results of this study reveal that CRT is more inclined to how teachers design culture-based learning, how student differences are seen as commonplace, and with in-depth communication can create a sense of care and compassion. Meanwhile, PBL connects communication through a directed and structured group activity. The appropriate collaboration between CRT and PBL can generate critical thinking figure and awareness of the cultured behaviour of prospective science teacher.

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“…No. 1 April 2023, ISSN: 2620 technology, especially in conveying difficult subject matter like mathematics and science (Celi, 2021;Yoon et al, 2021).…”

Section: Table 3 Description Of Thementioning

confidence: 99%

Competency Analysis of Basic Education Teacher Candidates / Analisis Kompetensi Calon Guru Pendidikan Dasar

Fazilla

Surya

2023

Al-Mudarris

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This study aims to analyze the competence of prospective teacher students after the covid 19 pandemic. The method used is review systematic in accordance with Preferred reporting Items for Systematic Reviews and Meta-Analyses (PRISM). Search process focused on article journal about " Post-Pandemic Post-Pandemic Student Teacher Candidate Analysis Abilities " and " Post-Pandemic Student Teacher Competency which will be published in 2021 - 2022. The results of the research show that the quality and competence of student teacher candidates has decreased, this is especially in terms of pedagogy and ability appropriate technology integration. Therefore, there is a need for support in the form of policies that can be implemented by tertiary institutions through faculties in the field of education related to changes in the education system based on blended learning or hybrid learning.

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Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

Cited by 4 publications

References 24 publications

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

Exploration of Culturally Responsive Teaching and Problem-Based Learning in The Diverse Learning of Prospective Science Teachers

Competency Analysis of Basic Education Teacher Candidates / Analisis Kompetensi Calon Guru Pendidikan Dasar

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