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Implementing GCED in the social studies: The similarities and differences among Korean, Thai and Indonesian classrooms
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- 발행기관
- 인하대학교 다문화융합연구소 바로가기
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- 간행물
- 다문화와 교육 바로가기
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- 통권
- Vol.2 No.1 (2017.06)바로가기
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- 페이지
- pp.13-25
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A331000
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4,500원
원문정보
초록
- 영어
- Recently, more attention is paid to the fact that cultrual and regional contexts play an important role in shaping Global Citizenship Education (GCED)across different countries. In a similar vein, this study investigates the characteristics and variations in GCED in three countries with a focus on teachers’ interpretations of GCED and perceptions of effective pedagogy for developing students’ learning. Social studies teachers from Korea, Thailand, and Indonesia planned, implemented, and reflected on three different lessons following the objectives and guidelines developed by us. Weanalyzed lesson plans, observed lessons, interviewed the teachers and students, and surveyed students about GCED and global citizenship. The findings are as follows; Firstly, we found the differences in dealing with global citizen, global citizenship across teacher participants although teachers shared a similar notion of GCED. It is highly likely that differences in culture and learning environments affect teachers’ instructional planning and behavior. Secondly, we found a similar pattern of teaching;teachers were likely to employ examples of cultural diversity, to encourage students’ participation, and to give positive feedback to students. To find an effective way of educating students to become global citizens, it is crucial to understand images of global citizen teachers hold which would guide their approaches to teaching. In addition, we should consider the cultural and learning environments that could influence teacher’s perception on globalcitizenship.
목차
Abstract
Ⅰ. Introduction
Ⅱ. Theoretical Background
1. Reconceptualizing global citizenship
2. Teaching and learning approaches to GCED
Ⅲ. Research Method
1. Participants
2. Classroom Observations and Interviews
3. Survey
Ⅳ. The Results
References
저자
간행물 정보
발행기관
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- 발행기관명
- 인하대학교 다문화융합연구소 [ The Convergence Institute for Multicultural Studies]
- 설립연도
- 2015
- 분야
- 복합학>감성과학
- 소개
- ○ BK21 플러스 사업과 융합연구 등 국책 프로젝트 사업을 위한 컨트롤 타워 역할을 할 수 있는 기관으로 활용하고자 함. ○ 국내외 학술대회 운영과 다문화교육 기관과의 네트워크를 구축할 수 있는 기관 역할을 담당함. ○ 개별학문을 뛰어 넘어 학제간 다문화교육연구의 수집․공유․전파를 위해 체계적으로 관리할 수 있는 연구기관의 역할을 담당함.
간행물
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- 간행물명
- 다문화와 교육 [Journal of Multiculture and Education]
- 간기
- 계간
- pISSN
- 2508-271X
- 수록기간
- 2016~2026
- 등재여부
- KCI 등재
- 십진분류
- KDC 331 DDC 301
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