Good Teachers and Deviant Learners? The Meeting of Practices in University Level International Education

Autor/inn/en	Tange, Hanne; Jensen, Iben
Titel	Good Teachers and Deviant Learners? The Meeting of Practices in University Level International Education
Quelle	In: Journal of Research in International Education, 11 (2012) 2, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240912447849
Schlagwörter	Foreign Students; Intercultural Communication; International Education; Teaching Methods; Educational Practices; College Faculty; Interviews; Classroom Environment; Individual Differences; Learning Strategies; Cognitive Style; Alignment (Education); Student Role; Teacher Role; Teacher Student Relationship; Investigations; Aptitude Treatment Interaction; Student Diversity; Cultural Context; Cultural Differences; Teacher Attitudes; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Internationale Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Fakultät; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Individueller Unterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Untersuchung; Kultureller Unterschied; Lehrerverhalten; Ausland; Dänemark
Abstract	The article focuses on the impact of internationalization on university lecturers' practice. Based on interviews with 36 employees from Danish universities, we discuss what internationalization means for the classroom relationship between university teachers and international students. The article is inspired by an intercultural communication model that highlights how respondents' reliance on a simplified image of self and other leads them to the construction of a perception of international students from a deficit perspective. Following an examination of perceived differences in learning approach, classroom practices and student/staff roles, we propose that an intercultural pedagogy be developed, underlining the need for a symmetrical learning and teaching platform in international education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10