Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers
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| Title: | Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers |
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| Language: | English |
| Authors: | Jung Won Hur, Hyeon Jean Yoo, Sangah Lee, Suhyun Suh |
| Source: | Australian Journal of Teacher Education. 2024 49(12):42-59. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Intercultural Communication, Cultural Awareness, Study Abroad, Culturally Relevant Education, Teacher Characteristics, Faculty Development, Educational Benefits, Outcomes of Education, Program Length, Learning Experience, Teacher Attitudes, Empathy, Immigrants, Diversity (Institutional), Foreign Countries, Teacher Student Relationship, Parent Teacher Cooperation, Minority Group Students |
| Geographic Terms: | South Korea |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | While the benefits of study abroad experiences for preservice teachers are well-documented, research specifically focusing on in-service teachers is limited. The study addresses this gap by exploring the experiences of 51 American teachers who participated in a short-term study abroad program in South Korea. This research investigates how the immersive learning experience impacted participants' development of intercultural competence and their ability to create culturally responsive learning environments. Analysis of participant applications, reflections, individual interviews, and field notes reveals that immersion in an unfamiliar setting fostered greater empathy for immigrant students, strengthened relationships with minority students, and enhanced their ability to create culturally responsive learning environments. However, the impact was limited for teachers working in less diverse schools with few Korean students. These findings highlight that in-service teachers' study abroad experiences are not only personally impactful but also enhance their classroom teaching and interactions with culturally diverse students and families. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463648 |
| Database: | ERIC |
| Abstract: | While the benefits of study abroad experiences for preservice teachers are well-documented, research specifically focusing on in-service teachers is limited. The study addresses this gap by exploring the experiences of 51 American teachers who participated in a short-term study abroad program in South Korea. This research investigates how the immersive learning experience impacted participants' development of intercultural competence and their ability to create culturally responsive learning environments. Analysis of participant applications, reflections, individual interviews, and field notes reveals that immersion in an unfamiliar setting fostered greater empathy for immigrant students, strengthened relationships with minority students, and enhanced their ability to create culturally responsive learning environments. However, the impact was limited for teachers working in less diverse schools with few Korean students. These findings highlight that in-service teachers' study abroad experiences are not only personally impactful but also enhance their classroom teaching and interactions with culturally diverse students and families. |
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| ISSN: | 0313-5373 1835-517X |
