Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

Jiyoon Yoon, Yeonjoo Ko, Hyunju Lee

Research output: Contribution to journalArticlepeer-review

Abstract

Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates' science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) "collaborating,"by connecting seminar speakers worldwide; (2) "designing,"by creating culturally responsive science activities based on Korean culture; and (3) "performing,"by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates' cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates' science affinities and cultural competencies are provided.

Original languageEnglish
Pages (from-to)1-37
Number of pages37
JournalAsia-Pacific Science Education
Volume2
Issue number1
DOIs
StatePublished - 2021

Keywords

  • Cultural competency
  • Interest in science
  • Online learning
  • Science education
  • Teacher candidates

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