Exploration of Practicing Educators' Situative Learning Experiences Through an International Cultural Immersion Project

• In Event: Roundtable Session 5
  In Roundtable Session: International Uses of Professional Development

Abstract

The purpose of this study was to explore practicing educators’ situative learning experiences and knowledge applications through a cultural immersion project. A total of 17 educators participated in a six month long cultural immersion program which included a ten day trip to South Korea. To examine teacher learning, multiple datasets were collected including, individual pre-post interviews, focus group interviews, reflection papers, and statement of interest. The analysis of data presented that through the interactions with Korean family and Korean teachers in the authentic context, participants were able to develop in-depth understanding of Korean culture and to reflect on their own teaching practice. Upon returning, they were able to share their new knowledge with students and other colleagues.

Authors

• Jung Won Hur, Auburn University

• Suhyun Suh, Auburn University