The New Pathway, an Old Legacy: Korean Preservice Teachers' Experiences in an International Teaching Practicum

• In Event: Learning About Culturally Responsive Teaching During International Field Experiences

Abstract

This qualitative case study explored how Korean pre-service teachers, participated in an international teaching practicum in diverse school settings in the United States, negotiated their understanding of multiculturalism and multicultural education. The findings of the study demonstrated that participants’ stance of being a racial/linguistic minority in a foreign country, and their teaching experiences in a culturally diverse setting helped them understand the significance of multicultural education. Yet, participants regarded multiculturalism as celebrating diversity, but without noticing their own racial privilege and social-political underpinnings of racism in both South Korea and the United States. By suggesting the urgency to move toward a critical multicultural approach, this study sheds light on practical implications for multicultural teacher education in South Korea and beyond.

Authors

• Yeji Kim, Teachers College, Columbia University

• Minsik Choi, Ewha Womans University