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Collaborative Studio Experiences between South Korean and American Pre-Service Teachers: a Case Study of Designing Culturally-Responsive Virtual Classroom Simulation

  • Sanghoon ParkEmail author
  • Jeeheon Ryu
  • Kristen McChesney
Original Paper

Abstract

Virtual classroom simulations can offer pre-service teachers unlimited opportunities for teaching practice that help them sensitize to classroom diversity. The purpose of this case study was to describe a collaborative simulation design studio initiated between two universities in South Korea and U.S.A. while American pre-service teachers visited South Korea for five days as part of the student exchange program. This paper presents the main components of the design studio program with detailed descriptions of design activities, in which South Korean and American pre-service teachers created four classroom management scenarios and corresponding virtual students/classrooms. We also shared how the design studio experiences helped participants understand different classroom cultures by analyzing their responses to the reflection questions, design outcomes, and the researchers’ observation notes. The results showed that the design studio experiences were beneficial for participants to understand different classroom cultures. The analyses revealed two major themes emerged from participants’ responses to cultural differences and similarities: classroom management and student attitude. In addition, participants shared perceived benefits of the collaborative design studio experiences: social engagement and tangible experiences.

Keywords

Collaborative design experience Culturally-responsive Pre-service teacher training Virtual classroom simulation 

Notes

Funding

This research was supported by the University of South Florida Nexus Initiative Award.

Compliance with Ethical Standards

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.

Conflict of Interest

Sanghoon Park declares that he has no conflict of interest. Jeeheon Ryu declares that he has no conflict of interest. Kristen McChesney declares that she has no conflict of interest.

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Copyright information

© Association for Educational Communications & Technology 2019

Authors and Affiliations

  1. 1.Department of Educational and Psychological StudiesUniversity of South FloridaTampaUSA
  2. 2.Instructional Technology program, EDU302K, College of EducationUniversity of South FloridaTampaUSA
  3. 3.Department of EducationChonnam National UniversityGwangjuSouth Korea
  4. 4.School of Education & CounselingPurdue University – NorthwestHammondUSA

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