The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country and foreign students from a more economically affluent nation. The study brings to the fore an underlying challenge in the handling of international education by non-western developing countries such as the Philippines and at the same time contributes further to the context of established theories on international education such as the Diversity Pedagogy Theory of Sheets (2005).
Institute for Advancing Community Engagement
Access to ACU Staff and Students
Bernardo, M. & Malakolunthu, S. (2013). Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines : Perspectives of international education in a developing country. International Journal of Educational Development,33(1), 59-64. Retrieved from http://dx.doi.org/10.1016/j.ijedudev.2012.05.005
Access may be restricted.