美国学生的地理文化知识和跨文化接受能力如何通过与国际教师的接触而受到影响

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2019-12-01 DOI:10.1177/1475240919891002
D. Ganley, Stacy M. Kula, David Kallemeyn
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引用次数: 0

摘要

为了了解美国K-12学生如何受到与国际教师(即从其他国家访问美国的教师)互动的影响,本研究问道:“与国际教师的接触是否与增加地理文化知识和/或对非美国国家、民族和/或文化的接受度有关?”。为了解决这个问题,该研究利用了1082名学生的接触前和接触后数据,这些学生与在美国参加为期六周的教育项目的国际教师进行了互动。对数据的分析表明,与国际教师接触后,学生的地理文化知识有所增加。学生更有可能识别来访教师的国家是真实的(而不是虚构的)、地理位置(相对于大陆识别)以及主要语言和宗教。研究结果还表明,与国际教师的接触与中小学生对非美国国家/民族/文化的接受度和兴趣的提高有关,但在高中生中则没有那么多。这项研究表明,由国际教师在学校支持的项目可以有效地帮助美国青年获得所需的跨文化能力,并在这个过程中促进全球福祉。
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How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers
To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location (vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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