Adaptive Cross-cultural Pedagogy Theory: Cross-cultural Teaching Experiences of J1 Filipino Teachers
DOI:
https://doi.org/10.57125/FED.2024.12.25.03Keywords:
Adaptive Pedagogy Theory, Cross-Cultural Teaching, Qualitative Research, Constructivist Grounded Theory, Teacher Exchange ProgramAbstract
he Adaptive Cross-Cultural Pedagogy Theory (ACPT) delves into the experiences of Filipino teachers in the Teacher Exchange Program, focusing on enhancing pedagogical practices and classroom dynamics. This study utilizes a qualitative research methodology called Constructivist Grounded Theory attributed by K. Charmaz (2006). This first iteration involved six participants. This study employs iterative coding and analysis, including initial, focused, and axial coding. In this study, four key propositions emerge: (i) Pedagogical practices improve classroom dynamics, highlighting the importance of modifying teaching methods, strategies, and approaches to enhance the overall classroom atmosphere. (ii) customization and contextualization of instructional materials enhance cross-cultural understanding, emphasizing the strategic approach employed by J1 teachers to adapt materials and curriculum to diverse educational settings. (ii) classroom management techniques increase student engagement and cultural awareness, addressing the intricate aspects of maintaining order, managing behavior, and fostering a conducive learning environment. (iv) cultivation of cultural competence increases engagement in professional development activities, underscoring the vital role of cross-cultural experiences in fostering teachers' growth and competence. These propositions collectively contribute to the development of ACPT, offering insights into the dynamic interconnections between pedagogical practices, cultural competence, classroom management, and professional development among J1 teachers.
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