Intercultural exchange among global teachers: The case of the teaching excellence and achievement study abroad program

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• 作者：Susan J. Paik^a ; ^{Susan.Paik@cgu.edu" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; DeLacy Evans Ganley^b ; ^{DeLacy.Ganley@cgu.edu" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; Thomas F. Luschei^a ; ^{Thomas.Luschei@cgu.edu" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; Stacy M. Kula^a ; ^{stacy.m.kula@gmail.com" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; Matthew A. Witenstein^a ; ^{witenstein.matthewa@gmail.com" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; Yujiro Shimogori^a ; ^{yshimogori@csusm.edu" class="auth_mail" title="E-mail the corresponding author}Author Vitae ; Krissyvan K. Truong^a ; ^{krtruong@fullerton.edu" class="auth_mail" title="E-mail the corresponding author}Author Vitae
• 关键词：Intercultural contact hypothesis ; Intercultural competence ; Intercultural sensitivity and awareness ; Diversity ; Global teachers ; Teacher education ; Cross-cultural ; Study abroad program
• 刊名：International Journal of Intercultural Relations
• 出版年：2015
• 出版时间：November 2015
• 年：2015
• 卷：49
• 期：Complete
• 页码：100-113
• 全文大小：549 K

文摘

This qualitative case study explores the impact of a six-week, US-based study abroad program on the intercultural competence of 22 secondary teachers from Colombia, El Salvador, Ghana, India, Kazakhstan, Morocco, Poland, Romania, Russia, Rwanda, Thailand, and Ukraine. Based on the results of surveys and interviews, the program enhanced teachers’ intercultural sensitivity and awareness, knowledge of other countries and cultures, and teaching skills and professional development in a structured cross-cultural setting. Intercultural activities, coursework, clinical experiences, and exposure to diverse students, classrooms, families, and cultures were helpful experiences for participating teachers. This study offers practice and policy implications in terms of intercultural competence, teacher education, and cross-cultural program development.