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

Jiyoon Yoon,Hyunju Lee,Yeonjoo Ko

doi:10.1163/23641177-bja10031

Jiyoon Yoon, Hyunju Lee + Show 1 more

Open Access

https://doi.org/10.1163/23641177-bja10031

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Abstract

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.

Highlights

As school populations in the United States have changed drastically with increasing enrollments of students from various ethnic and racial groups, schools demand learning environments that are engaging and accessible to a broader range of students
This study was designed to train 32 Korean teacher candidates as culturally responsive instructors who did not have a cultural bias about Korean culture and could develop and deliver science activities professionally integrated with Korean cultural items and practices
Their efficacy in teaching science, their interest in science, and their cultural competency showed that the VOICE program effectively helped them to sustain and increase their science affinities and cultural capabilities even in the difficult times of COVID-19

Summary

Introduction

As school populations in the United States have changed drastically with increasing enrollments of students from various ethnic and racial groups, schools demand learning environments that are engaging and accessible to a broader range of students. The Census Bureau expected that current racial and ethnic minority students would constitute more than half of all students in U.S public schools by 2022–23 (Colby & Ortman, 2015). White enrollment decreased from 61% to 52% and minority student enrollment increased from 16% to 23% of the total public-school population over the last 10 years. In the 2022–23 school year, the number of white students is forecasted to decline by another 16%, and numbers of students from minority groups are projected to show significant growth (NCES, 2020). The minority students in Korean schools who are culturally and linguistically different from Korean majority students make up approximately 4.6% of the student population in 2019, a more than threefold increase compared to the minority student population in 2012 (Korean Educational Statistics Service, 2019)

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