Challenging Quality Teaching through Collaborative Autoethnography: A Case Study of Cross-Cultural Experiences in Education

Autor/inn/en	Kim-Bossard, MinSoo; Remetz, Madeline
Titel	Challenging Quality Teaching through Collaborative Autoethnography: A Case Study of Cross-Cultural Experiences in Education
Quelle	In: Journal of Ethnographic & Qualitative Research, 16 (2021) 2, S.104-118 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Educational Quality; Teacher Effectiveness; Classroom Techniques; Culturally Relevant Education; Student Needs; Equal Education; Teaching Methods; Ethnography; Teacher Collaboration; Cross Cultural Studies; Cultural Background; Teacher Characteristics; North Americans; Teacher Educators; Preservice Teachers; Teacher Education Programs; Teacher Student Relationship; Teacher Attitudes; Student Attitudes; Foreign Countries; Elementary School Teachers; Learning Experience; Korean Americans; South Korea; United States + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Lehrerkooperation; Cultural comparison; Kulturvergleich; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Schülerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernerfahrung; Korea; Republik; USA
Abstract	Drawing from Bhabha's (2004) concept of interstices, we examined what constitutes quality teaching through a collaborative autoethnographic study. As two authors with different cultural backgrounds (a U.S.-based teacher educator born and raised in Korea and a U.S. elementary teacher candidate pursuing a career opportunity in Korea), we strategically used insider and/or outsider perspectives to challenge a taken-for-granted understanding of quality teaching. We started our inquiry by individually responding to three structured reflection questions in writing. Then, we met and discussed each other's responses over 14 meetings, annotating and further elaborating the initial accounts. The key themes that emerged from open and axial coding of this data, including (a) how students' needs influence teaching differently, (b) what it means to be prepared to teach, and (c) the facilitation of classroom management, contribute to the continued discussion regarding how to make teaching more culturally relevant and equitable by highlighting the importance of cross-cultural reflections in teacher education. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-760-9484; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01