ORCID Profile
0000-0002-5951-7712
Current Organisations
University of Technology Sydney
,
University of Sydney
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Publisher: Routledge
Date: 20-07-2017
Publisher: Routledge
Date: 29-09-2018
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-5225-9279-2.CH068
Abstract: Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.
Publisher: IGI Global
Date: 09-10-2021
DOI: 10.4018/978-1-7998-4697-0.CH002
Abstract: A continuing challenge in teacher education is how to develop future teachers' global competencies to prepare them for the ersity of learners in school classrooms. This chapter investigates an undergraduate teacher education degree program which aims to enhance future teachers' intercultural engagement and global competence within an interdisciplinary curriculum incorporating an international experience. The researchers explored the level of pre-service teachers' engagement with their host society during a study abroad year through analysis of students' written assessment tasks. Findings indicates that the program encouraged the pre-service teachers' engagement with the local society through opportunities for students to explore complex social issues beyond the university context, potentially contributing to their global competence development. The chapter will be of interest for researchers and educators interested in exploring the value of alternative and interdisciplinary approaches to pre-service teacher education to prepare teachers for ersity of modern schools.
Publisher: Springer International Publishing
Date: 2022
Publisher: Springer International Publishing
Date: 2021
Publisher: Routledge
Date: 13-09-2016
Publisher: Routledge
Date: 29-09-2018
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 27-10-2015
Publisher: IGI Global
Date: 07-2016
DOI: 10.4018/IJBIDE.2016070103
Abstract: Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.
Publisher: DE GRUYTER
Date: 17-07-2015
Publisher: Routledge
Date: 07-09-2022
No related grants have been discovered for Susan Oguro.