Rethinking the hermit kingdom: US social studies teachers’ cross-cultural professional development in South Korea

Abstract

This study explores the experiences of 34 US social studies teachers who participated in a cross-cultural professional development in South Korea, and the impact of the programme on the participant teachers’ perceptions and practices of global education. Drawing upon a postcolonial lens, this mixed-method study takes a critical look at (a) how social studies teachers who mostly had limited previous knowledge of and experiences with the host country experienced cross-cultural learning and (b) how the teachers’ experiences were applied to their perceptions on global education and actual curricular and pedagogical changes in the classroom. The findings of this study provide solid empirical evidence on the possibilities and limitations of such international professional development, particularly in non-Western contexts, and discuss the implications on global teacher education.

Keywords:

• cross-cultural experience
• global teacher education
• postcolonial theory
• professional development
• social studies teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yoonjung Choi

Yoonjung Choi is an Assistant Professor of Social Studies Education at Ewha Womans University, Korea. Her research interests include social studies curriculum and instruction, multicultural teacher education, and global citizenship education.

Eui-Kyung Shin

Eui-Kyung Shin is an Associate Professor of Social Studies Education, and Curriculum and Instruction at Northern Illinois University. She also teaches courses in curriculum theories and global education. Her research interests include the integration of Geographic Information System (GIS) into K-12 classrooms and the infusion of global perspectives in K-12 curriculum.