Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts
Vol
Australian Journal of Teacher Education
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Phil Fitzsimmons 0 1
Childhood 0 1
Kindergarten Teacher Education Commons 0 1
0 Avondale College of Higher Education
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Engaging in Deep Cultural Learning through the Intersection of Multiple
Contexts
Maria Northcote
Peter Kilgour
Daniel Reynaud
Phil Fitzsimmons
Avondale College of Higher Education
Introduction
Who cares about information. I can Google that any time I want.
All I care about is the experience.
(Student 2, Overseas Tour diary comment)
This article reports on the nexus of three case studies that, as a research triptych,
sought to understand students' emerging understanding of cultural awareness across a
preservice teaching program at one tertiary education institution. The nexus of these three case
studies was analysed using a cross-case analysis research approach
(Stake, 2005a)
to
establish commonalities between the positive and negative outcomes of the three cases. As
such, the nature of the nexus was exploratory, comparative and diagnostic. What began as a
post-accreditation debriefing lead to a formalised inquiry into what was happening in our
courses as a whole, and what could happen as an optimal learning experience. In many ways
this investigation became an amalgam of responsive evaluation
(Stake & Abma, 2005)
and a
reflective process of possibility thinking. As such, the overall focus of the investigation cut
across the on-campus and off-campus learning experiences of 210 students enrolled in early
childhood, primary and secondary teacher education programs. Students' experiences of
cultures other than their own were tracked throughout three different case studies.
The Quality of Learning in Teacher Education
In the past three decades, graduates from university teaching programs in developed
countries have become increasingly global in their personal outlook and increasingly mobile
in their personal and professional lives
(Proctor, Rentz, & Jackson, 2001)
. Despite this shift
in new and young teachers' world views, their post graduation teaching practice and the
‘world traveller’ profile of the more recent teacher generations
(Mills, 1997)
, it has become
increasingly apparent that the curricula at the tertiary level is not providing students with a
teaching perspective that is flexible enough to be transferable from the Australian perspective
to a more global outlook
(Rivzi, 2007)
. This situation has become increasingly scrutinised
and pressurised with recent reforms in teacher education calling for rapid change and reform
(House of Representatives’ Standing Committee on Education and Vocational Training,
2007; Hudson & Hudson, 2011; Ramsey, 2000)
. It would appear that teacher training
institutions need to institute more innovative classroom experiences for pre-service teachers.
This position has gathered increasing political and academic voice
(Reynolds, 1995; Roehrig
& Luft, 2006)
, resulting in new ways of conceptualising the complexity of the work of
teachers (Fives & Buehl, 2008).
The authors contend that one of the ways to enhance both the quality and range of
experiences for pre-service teachers involves a combination of local classroom experiences
and those gained in overseas contexts. This approach is aimed at enabling teacher education
students to gain a comprehensive understanding of their own culture and the cultures of
others. This study intends to add to the research base dealing with cross-cultural and
placement of pre-service teachers in schools, especially those who ultimately work in diverse
populations incorporating varied cultures. Unless pre-service teachers' experiences are
carefully guided, facilitated and mentored, there is a risk that they may develop negative
cultural understandings, stereotypes and perspectives
(Sleeter, 2008)
.
Thus, the processes that teacher education students in this particular institution engage
in during their preparation for the teaching profession is characterised by both theoretical and
practical learning experiences. Typically, students enrol in a range of coursework and
professional experience subjects in which they develop knowledge, skills and values that
enable them to operate as effective and reflective practitioners within educational institutions.
In addition to the relevant pedagogical theories of learning, such as the principles associated
with experiential, transformational and intercultural learning, designers of teacher education
degrees are further guided by the newly developed Australian Professional Standards for
Teachers (Australian Institute for Teaching and School Leadership (AITSL), 2012) as well as
the graduate attributes and learning outcomes outlined in the institution's course
documentation that are currently accredited by the Tertiary Education Quality Standards
Agency (TEQSA).
Theoretical framework of the study
T (...truncated)