Reflecting on International Educative Experiences: Developing Cultural Competence in Preservice Early Childhood Educators

Autor/inn/en	Anderson, Haley; Fees, Bronwyn S.
Titel	Reflecting on International Educative Experiences: Developing Cultural Competence in Preservice Early Childhood Educators
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 4, S.364-381 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2017.1344161
Schlagwörter	Cultural Awareness; Preservice Teachers; Preschool Teachers; Travel; Foreign Countries; Teaching Methods; Reflection; Individual Development; Professional Development; College Faculty; Thinking Skills; Assignments; Educational Experience; Correlation; Transformative Learning; Learning Theories; Teacher Education + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Travelling; Reisen; Reise; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Entwicklung; Fakultät; Denkfähigkeit; Assignment; Auftrag; Zuweisung; Bildungserfahrung; Korrelation; Pädagogische Transformation; Learning theory; Lerntheorie; Lehrerausbildung; Lehrerbildung
Abstract	Given urgent need for culturally competent early childhood educators and the strategic encouragement by colleges for students to travel internationally, this analysis focuses on the question: What is the relationship between international experiences and preservice early childhood educators' cultural competence? More specifically, three questions were examined: 1) What theories are applied to explain this relationship? 2) What pedagogical strategies are most frequently used during international experiences to develop cultural competence among preservice educators? and 3) What evidence is provided that preservice educators changed (if at all) as a consequence of international experiences? PRISMA analysis of the literature from 2002 to 2016 revealed pedagogical strategies such as immersion and critical reflection led to preservice educators' self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. Faculty using international travel to develop cultural competence should consider engaging preservice educators in higher order thinking assignments before, during, and after international experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01