Exploring Social Studies Teachers’ Attitudes Toward Inclusive Teaching in Diverse Environments: The Methods of Teaching Cross-curricular Skills in Global Citizenship Education in Japan and South Korea

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Title ( eng )
Exploring Social Studies Teachers’ Attitudes Toward Inclusive Teaching in Diverse Environments: The Methods of Teaching Cross-curricular Skills in Global Citizenship Education in Japan and South Korea
Creator
HYUN Jaegyun
HAYASE Hironori
Source Title
The Journal of Social Studies Education in Asia
Volume 13
Start Page 75
End Page 89
Number of Pages 15
Journal Identifire
[PISSN] 24341797
[NCID] AA12857878
Abstract
In this study, we explore the challenges social studies teachers in Japan and South Korea encounter while addressing sensitive and difficult topics essential for fostering inclusive education. As the educational landscape continues to diversify, these educators often find it challenging to incorporate themes such as human rights, multiculturalism, and global citizenship into their curriculum, especially with a traditional emphasis on competency-based citizenship. Utilizing data from the 2018 Teaching and Learning International Survey, we investigate the influence of Teaching in Diverse Environments (TEDE) on Social Studies Teachers’ Attitudes Toward Inclusion (TAI), the mediating role of Global Citizenship Education (GCE) in this relationship, and the potential moderating effect of Teaching Cross-Curricular Skills (TCS) within the educational contexts of Japan and Korea. A significant finding from our research is TEDE’s role in diminishing stereotypes and enhancing diversity awareness among teachers and students alike. We highlight the significance of diverse classroom experiences, engagement in GCE, and the integration of TCS as crucial elements enabling teachers to effectively tackle challenging topics in social studies. Notably, the influence of TAI on GCE, and the significance of TCS, were observed exclusively in Japan, underscoring the need to focus on classroom dynamics and teacher professional development, rather than solely on the cultural, historical, or macro-educational system context.
Keywords
Social studies teachers
Inclusive teaching
Global citizenship education
teacher attitudes
Japan
South Korea
Language
eng
Resource Type journal article
Publisher
The International Social Studies Assosiation
Date of Issued 2024-03-31
Rights
Copyright © 2024 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing.
Publish Type Version of Record
Access Rights open access