Reflecting on international educative experiences: developing cultural competence in pre-service early childhood educators

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dc.contributor.author Anderson, Haley
dc.date.accessioned 2017-01-31T15:18:03Z
dc.date.available 2017-01-31T15:18:03Z
dc.date.issued 2016-05-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/35041
dc.description.abstract The purpose of this literature review was to examine existing literature related to international experiences of early childhood pre-service educators. Given the unique opportunity for study abroad as a potential part of the college or university curriculum, the present discussion focuses on the question: what is the relationship between international experiences and pre-service early childhood educators’ cultural competence? More specifically, the following sub-questions were examined: 1) How is cultural competence defined across the literature? 2) What theories are applied to understand the effect of international experiences on the cultural competence of pre-service educators? 3) What pedagogical strategies are most frequently applied to develop cultural competence among pre-service educators? 4) What evidence is provided that pre-service educators changed (if at all) as a consequence of international immersion? A systematic literature search was conducted to locate original published studies that reported on the cultural competence of pre-service early childhood educators after international experiences. Detailed analysis of the articles revealed positive outcomes on pre-service educators who engaged in international educative experiences. Pedagogical strategies such as immersion and critical reflection led to pre-service educators’ self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. These findings warrant consideration by higher education, teacher education programs, and practice and research organizations. Further research examining the longevity of impact of international experiences on early childhood educator cultural competence in the classroom is suggested. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Early childhood en_US
dc.subject Pre-service en_US
dc.subject Culture en_US
dc.subject International en_US
dc.subject Study abroad en_US
dc.title Reflecting on international educative experiences: developing cultural competence in pre-service early childhood educators en_US
dc.type Report en_US
dc.description.degree Master of Science en_US
dc.description.level Masters en_US
dc.description.department School of Family Studies and Human Services en_US
dc.description.advisor Bronwyn S. Fees en_US
dc.date.published 2016 en_US
dc.date.graduationmonth May en_US


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