ABSTRACT In this globalising society, teachers are often exposed to opportunities to move across their national borders to seek for learning opportunities. In the process of planning and evaluating such opportunities, it is tempting for teacher educators in intercultural settings to assume that teachers simply obtain intercultural competence by merely participating in international placements. However, it is important to understand thoroughly how teachers react to the cultural disequilibrium as they are immersed in new school settings. Thus, the purpose of this study is to explore how the in-service teachers who are invited to Korea as a form of official development assistance, experience struggles and adopt strategies in intercultural settings of their host school environments. The study highlights the significance of immersive experiences in an intercultural setting as a potential trigger to promote transformative learning of teachers, who are considered as key stakeholders for quality education in the era of sustainable development.

中文翻译：

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文化不平衡：以交流教师被邀请到韩国为例的跨文化环境中的斗争和策略

摘要 在这个全球化的社会中，教师经常有机会跨越国界寻找学习机会。在规划和评估此类机会的过程中，跨文化环境中的教师教育工作者很容易假设教师仅通过参加国际实习就可以获得跨文化能力。然而，重要的是要彻底了解教师在沉浸在新的学校环境中时如何对文化不平衡做出反应。因此，本研究的目的是探讨被邀请到韩国作为官方发展援助形式的在职教师如何在其寄宿学校环境的跨文化环境中经历斗争并采取策略。