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Incremental Change Through Transcultural Dialogues: Developing Critical Cultural Competence in Teacher Education.

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Title: Incremental Change Through Transcultural Dialogues: Developing Critical Cultural Competence in Teacher Education.
Authors: Pratt, Kristen L.1 (AUTHOR) prattk@wou.edu, Cheng, Ya-Fang2 (AUTHOR), Yoon, Bogum3 (AUTHOR)
Source: Education Sciences. May2026, Vol. 16 Issue 5, p679. 19p.
Subject Terms: *Teacher education, *Student teachers, *Cross-cultural communication, *Cultural awareness, Cultural competence, Social justice
Geographic Terms: Taiwan, United States
Abstract: Contemporary educator preparation programs face sociopolitical constraints that limit critical discussions surrounding how systemic, structural, and institutional inequities influence teaching and learning, leaving future educators underprepared to meaningfully nurture diverse ways of knowing in K-12 schools. To address this challenge, in this study we explored how video-mediated transcultural dialogues between 60 pre-service educators from Taiwan and the U.S. influenced the development of essential critical cultural competencies. Using a nested theoretical perspective, we analyzed participants' discussions related to internalized notions of teaching and learning across diverse ecologies. Analysis revealed that through these conversations, incremental development of interconnected global awareness, self-determination, reflexive relationality, and social justice orientations occurred. Modest individual perspective shifts transpired as participants cultivated emerging critical cultural competencies. Despite limitations including a small sample size and a term duration, this pedagogical innovation demonstrated a possible pathway for further exploration to develop future educators' critical cultural competencies while bridging global relations even within restrictive sociopolitical contexts. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Contemporary educator preparation programs face sociopolitical constraints that limit critical discussions surrounding how systemic, structural, and institutional inequities influence teaching and learning, leaving future educators underprepared to meaningfully nurture diverse ways of knowing in K-12 schools. To address this challenge, in this study we explored how video-mediated transcultural dialogues between 60 pre-service educators from Taiwan and the U.S. influenced the development of essential critical cultural competencies. Using a nested theoretical perspective, we analyzed participants' discussions related to internalized notions of teaching and learning across diverse ecologies. Analysis revealed that through these conversations, incremental development of interconnected global awareness, self-determination, reflexive relationality, and social justice orientations occurred. Modest individual perspective shifts transpired as participants cultivated emerging critical cultural competencies. Despite limitations including a small sample size and a term duration, this pedagogical innovation demonstrated a possible pathway for further exploration to develop future educators' critical cultural competencies while bridging global relations even within restrictive sociopolitical contexts. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci16050679