Internationalising teacher education for a “glocal” curriculum: South Koreans learning to teach Hong Kong liberal studies

Liz JACKSON, Ana Yoon Jin HAN

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

Internationalisation 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. Copyright © 2016 Korean Association for Multicultural Education.
Original languageEnglish
Pages (from-to)99-117
JournalMulticultural Education Review
Volume8
Issue number2
Early online date13 Apr 2016
DOIs
Publication statusPublished - 2016

Citation

Jackson, L., & Han, A. Y. J. (2016). Internationalising teacher education for a “glocal” curriculum: South Koreans learning to teach Hong Kong liberal studies. Multicultural Education Review, 8(2), 99-117. doi: 10.1080/2005615X.2016.1164946

Keywords

  • Hong Kong
  • Liberal studies
  • Internationalisation
  • Higher education
  • Teacher education
  • International students

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