Citation

Social studies preservice teachers’ cross-cultural learning and global perspective development: A case study of Korean teacher education program

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Abstract:

The purpose of this study is to examine how cross-cultural learning experiences help preservice teachers prepare for teaching from global perspectives. Framed by social constructivism, this qualitative study explores Korean preservice social studies teachers’ cross-cultural learning experiences in Korea and the United States in one social studies content course focusing on global economics. Data shows that cross-cultural experiential learning help preservice teachers broaden their world view, better understand content knowledge about global economics, acquire global perspectives and tolerance, and improve competence in teaching social studies. Implications for teacher education and global education are discussed.

Most Common Document Word Stems:

global (39), teacher (34), educ (32), studi (32), social (25), perspect (24), research (22), learn (17), cultur (16), cross (14), cross-cultur (13), teach (12), understand (11), experi (11), particip (10), preservic (9), develop (9), program (8), ed (8), student (7), data (7),
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Association:
Name: 54th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p397860_index.html
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MLA Citation:

Choi, Minsik. and Choi, Yoonjung. "Social studies preservice teachers’ cross-cultural learning and global perspective development: A case study of Korean teacher education program" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, Feb 28, 2010 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p397860_index.html>

APA Citation:

Choi, M. and Choi, Y. , 2010-02-28 "Social studies preservice teachers’ cross-cultural learning and global perspective development: A case study of Korean teacher education program" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p397860_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study is to examine how cross-cultural learning experiences help preservice teachers prepare for teaching from global perspectives. Framed by social constructivism, this qualitative study explores Korean preservice social studies teachers’ cross-cultural learning experiences in Korea and the United States in one social studies content course focusing on global economics. Data shows that cross-cultural experiential learning help preservice teachers broaden their world view, better understand content knowledge about global economics, acquire global perspectives and tolerance, and improve competence in teaching social studies. Implications for teacher education and global education are discussed.


Similar Titles:
Reflections on student learning by student teachers who are part of an Ohio Department of Education grant supporting their co-teaching in Math, Science and Social Studies.

Culturally responsive education: Preparing pre-service teachers to understand and learn about different cultures and values to gain perspectives of the global community

A Cross-Cultural Literacy Practicum Experience in a Literacy Teacher Education Course: Two Case Studies of Teacher Learning


 
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