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Learning to See Teaching as a Cultural Activity: U.S. Preservice Teachers’ Significant Experiences With Nepali Mentor Teachers During an International Field Experience
Journal of Research in Childhood Education Pub Date : 2020-01-02 , DOI: 10.1080/02568543.2019.1692107
Samara Madrid Akpovo 1 , Sapna Thapa 2 , Macy Halladay 1
Affiliation  

ABSTRACT Preparing educators to understand teaching as a cultural activity is a crucial element of teacher education programs. International field experiences have shown to accomplish this goal when combined with cross-cultural mentoring and critical reflection. This qualitative eight-month study used ethnographic methods to examine significant experiences of six U.S. preservice teachers while being mentored by five Nepali teachers at an early childhood center in Kathmandu. Findings illustrated how the preservice teachers negotiated their significant experiences around: 1) care routines, 2) adult-child relationship, 3) curriculum & materials, 4) mentor-mentee relationship, and 5) language differences. Findings indicated that the preservice teachers navigated significant experiences by using practices that tended to accept the Nepali school culture or, at times, by displaying perceived privilege and entitlement over the Nepali school culture. More specifically, the preservice teachers showed acceptance of Nepali cultural scripts related to the themes of care routines and adult-child relationships by following practices of the mentor teachers, but their perceived privilege and entitlement were evident when confronting the Nepali cultural scripts related to the themes of curriculum materials and mentor-mentee relationships. Implications focus on why intercultural conflicts might have occurred as well as recommendations to prepare educators to understand teaching as a cultural activity.

中文翻译:

学会将教学视为一种文化活动:在国际现场体验中,美国职前教师与尼泊尔导师的重要经验

摘要使教育者了解作为一种文化活动的教学是教师教育计划的关键要素。与跨文化指导和批判性反思相结合,国际现场经验表明可以实现这一目标。这项为期8个月的定性研究使用人种学方法检查了6名美国职前教师的重要经验,同时在加德满都幼儿中心接受了5名尼泊尔教师的指导。调查结果说明了职前教师如何围绕以下方面交流他们的重要经验:1)护理常规,2)成年子女关系,3)课程和材料,4)导师与受训者关系以及5)语言差异。调查结果表明,职前教师通过采用倾向于接受尼泊尔学校文化的习俗或者有时表现出对尼泊尔学校文化的感知特权和应享权利,来获得重要的经验。更具体地讲,职前教师通过遵循导师的做法,表现出接受与护理常规和成年子女关系主题相关的尼泊尔文化文字的能力,但是当面对与该主题相关的尼泊尔文化文字时,他们的感知特权和应享权利显而易见课程材料和导师与受训者之间的关系。暗示着重于为何可能发生文化间冲突,以及为教育工作者准备将教学理解为一种文化活动的建议。通过展示对尼泊尔学校文化的感知特权和权利。更具体地讲,职前教师通过遵循导师的做法,表现出接受与护理常规和成年子女关系主题相关的尼泊尔文化文字的能力,但是当面对与该主题相关的尼泊尔文化文字时,他们的感知特权和应享权利显而易见课程材料和导师与受训者之间的关系。暗示着重于为何可能发生文化间冲突,以及为教育工作者准备将教学理解为一种文化活动的建议。通过展示对尼泊尔学校文化的感知特权和权利。更具体地讲,职前教师通过遵循导师的做法,表现出接受与护理常规和成年子女关系主题相关的尼泊尔文化文字的能力,但是当面对与该主题相关的尼泊尔文化文字时,他们的感知特权和应享权利显而易见课程材料和导师与受训者之间的关系。暗示着重于为何可能发生文化间冲突,以及为教育工作者准备将教学理解为一种文化活动的建议。职前教师通过遵循导师的做法,接受了与护理常规和成年子女关系主题有关的尼泊尔文化文字,但是当他们面对与课程教材主题有关的尼泊尔文化文字时,他们的特权和应享权利显而易见和导师与受训者的关系。暗示着重于为何可能发生文化间冲突,以及为教育工作者准备将教学理解为一种文化活动的建议。职前教师通过遵循导师的做法,接受了与护理常规和成年子女关系主题有关的尼泊尔文化文字,但是当面对与课程材料主题有关的尼泊尔文化文字时,他们的特权和应享权利显而易见和导师与受训者的关系。暗示着重于为何可能发生文化间冲突,以及为教育工作者准备将教学理解为一种文化活动的建议。
更新日期:2020-01-02
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