Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant

Autor/in	Allen, Janine F.
Titel	Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 8 (2014) 2, Artikel 17 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Culturally Relevant Education; Faculty Development; College Faculty; Teaching Methods; Educational Improvement; International Cooperation; Partnerships in Education; Teacher Educators; Workshops; Teacher Attitudes; Foreign Countries; Qualitative Research; Correlation; Course Content; Cultural Awareness; Surveys; Statistical Analysis; International Education; Educational Cooperation; Asia; United States + Suchen Sie Ihr Suchwort? Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulpartnerschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernwerkstatt; Schulung; Lehrerverhalten; Ausland; Qualitative Forschung; Korrelation; Kursprogramm; Cultural identity; Kulturelle Identität; Survey; Umfrage; Befragung; Statistische Analyse; Internationale Erziehung; cooperation; Kooperation; Asien; USA
Abstract	Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey findings indicate that certain faculty development strategies improved teaching and assessment practices and enhanced self-reflection. However, evidence also showed some negative faculty perceptions in relation to the US partner's methodologies, and qualitative responses indicated a lack of relevancy to the Southeastern Asia context. Furthermore, negative correlations were found between faculty development workshops and teacher education faculty teaching subject area endorsement content and their praxis. Very little has been written on the impact of teacher educator professional development offered by transnational academic partnerships. Universities involved as transnational partners must be flexible, culturally sensitive and determine together areas of priority and relevance as a definition of success for partnership effectiveness. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01