Notice bibliographique
Résumé
Study abroad experiences have increasingly become more prominent within preservice teacher education programs in North American schools of Education. These cultural experiences have been cultivated for student teachers in response to an existing cultural and social gap between a largely Caucasian, middle-class, and English-speaking teacher population (Cochran-Smith & Zeichner, 2005) and growing culturally and linguistically pluralistic societies (Statistics Canada, 2008; United States Census Bureau, 2003a, 2003b). Study abroad experiences for student teachers are aligned with standards and recommendations related to diversity and globalization (National Council for Accreditation of Teacher Education, 2008). Moreover, the impact of study abroad programs has been linked to the reinforcement of cultural competence in future teachers (Cushner & Brennan, 2007a), the development of their cultural, linguistic, and global proficiency (Quezada, 2007; Schlein, 2009), and the expansion of their perspectives on issues of race, class, and gender (Malewski & Phillion, 2009). While the literature on study abroad exhibits the promotion of increased intercultural competence in preservice educators arising from limited periods of engagement in foreign schools, it is of further significance to gain insight into the particularities of such experiences to shed light on the factors of intercultural teaching that may affect teachers. Additionally, a long-term, concrete, and experiential perspective on teacher education opportunities in foreign cultures has the potential to highlight enduring significance for teaching diverse learners within a globalized world. As such, preservice teacher education endeavors abroad may be interpreted as a professional development activity with lasting outcomes. In this article, I discuss the findings of a narrative inquiry into my socialization to teaching across Japan and Canada. Through the presentation and analysis of teaching scenarios in Asian and North American school settings, I illuminate experiences that raise awareness of the interconnection between culture and education and illustrate cross-cultural teaching as a prime method for shifting teachers' cultural vantages. Additionally, I consider the resonating outcomes of cross-cultural teaching in terms of ameliorating teaching amongst culturally diverse students. OBJECTIVES The central goal of my study was to gain insight into my professional experiences of cross-cultural teaching. In particular, I set out to demonstrate the possibilities of intercultural teaching for enhancing engagement in culturally relevant schooling; to explore the dynamics of culture and curricula in different contexts; and to highlight the use of teachers' stories for studying cross-cultural professional development. Through examination of intercultural experiential narratives, I aimed to examine intercultural teaching as teacher development for re-envisioning representations of Western cultures in multicultural North American classrooms, and as preparation for work with diverse learners. THEORETICAL FRAMEWORK I performed my investigation in accordance with Clandinin and Connelly's (2000) narrative inquiry approach. This inquiry tradition provided a framework for investigating lived curricular scenarios and collecting experiential stories as data. Dewey's (1938) theories regarding the association between education and experience were integral to building a rationale for conducting an experiential inquiry. My research was also informed by Schwab's (1969, 1971) practical vision of curriculum theorizing and his conception of the curricular commonplaces. These pragmatic facets of curricular situations guided my thinking and my data analysis. This investigation was also influenced by several principal theoretical resources. I consulted the literature on self-studies in teaching and teacher education to enhance the collection and analysis of my curricular narratives (Austin & Senese, 2004; Loughran, 2004). …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».