Struggling and Surviving: One Korean Early Childhood Pre-Service Teacher's Learning Experience in the American Teacher Education Program
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This study researched the learning experience of one Korean early childhood pre-service teacher as she studied early childhood education in an American teacher education program through the qualitative case study method. Through understanding this process, this study could provide useful insights for the development of pre-service students from different cultures and educate them as well as other pre-service students, in other aspects, such as cross-cultural adjustment inside or outside the classroom. Mindy was mostly concerned about "surviving" in school in America, so the development of her own knowledge about teaching and learning was limited. In her learning experience in the American teacher education program, specifically and most importantly, Mindy struggled with communication in the following contexts: asking and answering questions, giving her opinions and expressing her ideas, managing interpersonal skills in a cooperative learning context, and interacting with teachers. Rather, Mindy believed that trust established with her teacher educators was the most important motivation for her changes in self-awareness and self-confidence influencing her ownership and responsibility of her learning.
Abstract
This study researched the learning experience of one Korean early childhood pre-service teacher as she studied early childhood education in an American teacher education program through the qualitative case study method. Through understanding this process, this study could provide useful insights for the development of pre-service students from different cultures and educate them as well as other pre-service students, in other aspects, such as cross-cultural adjustment inside or outside the classroom. Mindy was mostly concerned about "surviving" in school in America, so the development of her own knowledge about teaching and learning was limited. In her learning experience in the American teacher education program, specifically and most importantly, Mindy struggled with communication in the following contexts: asking and answering questions, giving her opinions and expressing her ideas, managing interpersonal skills in a cooperative learning context, and interacting with teachers. Rather, Mindy believed that trust established with her teacher educators was the most important motivation for her changes in self-awareness and self-confidence influencing her ownership and responsibility of her learning.
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