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Article: Internationalising Teacher Education for a “Glocal” Curriculum: South Koreans Learning to Teach Hong Kong Liberal Studies

TitleInternationalising Teacher Education for a “Glocal” Curriculum: South Koreans Learning to Teach Hong Kong Liberal Studies
Authors
Issue Date2016
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/rmer
Citation
Multicultural Education Review, 2016, v. 8 n. 2, p. 99-117 How to Cite?
AbstractInternationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education.
Persistent Identifierhttp://hdl.handle.net/10722/229583
ISSN

 

DC FieldValueLanguage
dc.contributor.authorJackson, EJ-
dc.contributor.authorHan, AYJ-
dc.date.accessioned2016-08-23T14:12:01Z-
dc.date.available2016-08-23T14:12:01Z-
dc.date.issued2016-
dc.identifier.citationMulticultural Education Review, 2016, v. 8 n. 2, p. 99-117-
dc.identifier.issn2005-615X-
dc.identifier.urihttp://hdl.handle.net/10722/229583-
dc.description.abstractInternationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/rmer-
dc.relation.ispartofMulticultural Education Review-
dc.titleInternationalising Teacher Education for a “Glocal” Curriculum: South Koreans Learning to Teach Hong Kong Liberal Studies-
dc.typeArticle-
dc.identifier.emailJackson, EJ: lizjackson@hku.hk-
dc.identifier.authorityJackson, EJ=rp01633-
dc.identifier.doi10.1080/2005615X.2016.1164946-
dc.identifier.hkuros261812-
dc.identifier.volume8-
dc.identifier.issue2-
dc.identifier.spage99-
dc.identifier.epage117-
dc.publisher.placeUnited Kingdom-

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