NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855401
Record Type: Journal
Publication Date: 2009-Aug
Pages: 23
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1359-866X
Cross-Cultural Immersion in China: Preparing Pre-Service Elementary Teachers to Work with Diverse Student Populations in the United States
Zhao, Yali; Meyers, Laura; Meyers, Barbara
Asia-Pacific Journal of Teacher Education, v37 n3 p295-317 Aug 2009
Cross-cultural immersion experiences have been considered to be an effective way to prepare American pre-service teachers for culturally responsive pedagogical practices. The literature review shows few studies have investigated pre-service teachers' cross-cultural experiences in non-English speaking countries, specifically Asian countries. This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents. Additionally, the study revealed that having two separate Chinese field placements may have differing pre-service teachers' teaching and learning experiences. Varying types of opportunities to study abroad are on the rise. Recommendations are provided for the type of cultural immersion experience that encourages neophyte educators to not only learn "about" others, but also learn "from" and "with" others. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A