Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion (original) (raw)
Related papers
Australian Educational Researcher, 2022
For intercultural education to impact learners and, in turn, wider society, teachers must turn intercultural perspectives into actions in their professional contexts. This article examines why teachers who hold positive intercultural views might not be compelled to teach to these in their classrooms. Focusing specifically on education for culturally diverse learners, this article presents a critical ethnographic study of two teachers working in a multicultural Australian primary school. It analyses the tensions that complicate teachers' work for intercultural education, and suggests that competent, well-intentioned teachers might be discouraged from responding pedagogically to their students' cultural or linguistic backgrounds because of perceived constraints in the contemporary neoliberal educational environment. This prompts our recommendation that future research seek ways to open up new conditions of possibility for teachers to act on their perspectives including opportunities for increased cross-cultural engagement and dialogue.
Office of Education Research Faculty of Education, 2013
This case study investigates the pedagogical responses of a faith-based Australian secondary school to internationalisation. Using a social constructivist theoretical framework that recognises teaching as a means of enhancing and scaffolding student participation and learning, the study examines teaching and learning for culturally and linguistically diverse students. In particular, the research investigates the views of teachers about the resources needed to meet the linguistic, academic and social needs of the diverse student group emerging as a response to internationalisation. Data generated through questionnaires, focus groups and individual interviews, and document archives were analysed and interpreted using thematic analysis and social constructivist principles. The study found teachers considered themselves illequipped to teach international students. The teachers believed they lacked the pedagogical, cultural and linguistic knowledge to help students acculturate and learn. The recommendations of this study relate to ways the school can address the teachers' needs within its particular context and values. A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia iii
Responses to Internationalisation in Two Schools of Education
2019
Cross-cultural, multicultural, intercultural, and transcultural perspectives and practices in higher education contexts vary significantly, comparable to the blurring and often obscure definitions and interpretations applied to internationalisation terminology. In this article, academics from two Schools of Education in Canada and Australia aim to deepen the dialogue by sharing perspectives on internationalisation, drawing from their places of work and learning. The findings are discussed through the lens of a conceptual framework for internationalisation of higher education. From scholarly discourse, perspectives, practices, opportunities, and challenges pertaining to internationalisation in university contexts are examined. Recommendations for action for internationalisation within pre-service teacher education contexts follow.
Internationalisation good practice: The inclusive curriculum and 'Internationalisation at Home
leedsmet.ac.uk
This theme includes papers and articles which explore the meanings attributed to key phrases and attempt to define key concepts within the field of internationalisation as it relates specifically to learning, teaching and assessment practice and curriculum design and delivery in higher education. Many contributions provide concrete examples of activities to support multicultural learning and embed international dimensions in curricula.
Interculturality and English as a lingua franca - Internationalizing teacher education
2016
This dissertation examines factors that distinguish an international English-medium instruction (EMI) teacher education programme from mainstream teacher education programmes. International teacher education is understood in this study as a transdisciplinary programme that is taught in English as a lingua franca (ELF) and that admits both international and domestic students. The students thus originate from different backgrounds and they are not all familiar with the local school system. The programme is mostly taught by teacher educators educated in the local context. This study explores student teachers' and teacher educators' conceptions and experiences of and adjustment to multiculturalism and English as a lingua franca in a Finnish university context. The purpose of this dissertation is to investigate the roles that these factors play in implementing an international subject teacher education programme within the context of local (teacher) education. This PhD study consists of five separate but interrelated studies that together form a more holistic picture of the phenomena studied. The five sub-studies examine the phenomena from different perspectives and aim at highlighting issues that are important for programme development. The sub-studies use various data collection methods: interviews, focus groups, student course work, questionnaires, and an excerpt from a recorded lecture. The data analysis methods consist of discursive pragmatics, thematic analysis and qualitative content analysis. As its theoretical contribution this study weaves together the four factors of internationalization, interculturality (including the inclusion of immigrant teachers in local schools as an intercultural phenomenon), transdisciplinarity and English as a lingua franca, and conceptualizes their interrelations. On the one hand, this study reveals the complexity of constructing an international teacher education programme. On the other hand, the study provides a model for supporting teaching and learning in the context of international, transdiscipinary teacher education in order for it to serve the needs and demands of today's students, teachers, institutions and societies.
The internationalization of the curriculum (IoC) as a process of inclusion
International Journal of Development Research, 2019
The present text deals with the Internationalization of the Curriculum (IoC) as a practice of inclusion and its contribution to the formation of individuals qualified to act in an increasingly globalized world. It is essentially a bibliographical research that discusses the themes of inclusion, intercultural competences and internationalized curriculum in higher education. Copyright © 2019, Jocélia Martins Marcelino et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Internationalisation as a key dimension to teacher education
The European Union has recognized the need for promoting social and political change through education. Special emphasis has been placed on the role of schools in personal and human development, along with the need for greater understanding of the diversity which makes up the European Union and throughout the world. This means that teachers are now expected to involve learners in the process of acquiring knowledge of their own culture(s) as well as other cultures. This article discusses a pilot project carried out in six European countries and designed to promote intercultural awareness of future teachers. The nexus of the training programme included empirical knowledge drawn from the teacher trainees international experiences, combined with intercultural communicative theory. How the pilot project was set up, some outcomes and conclusions derived from qualitative and quantitative research about the project are discussed.