Early-Career International Academics' Learning and Teaching Experiences during COVID-19 in Australia: A Collaborative Autoethnography

Autor/inn/en	Nachatar Singh, Jasvir Kaur; Chowdhury, Humayra Ayasha
Titel	Early-Career International Academics' Learning and Teaching Experiences during COVID-19 in Australia: A Collaborative Autoethnography
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 5, Artikel 12 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	College Faculty; Barriers; COVID-19; Pandemics; Foreign Countries; Ethnography; Foreign Nationals; Adjustment (to Environment); Cultural Differences; Work Experience; Teacher Attitudes; Teaching Methods; Educational Strategies; Online Courses; Distance Education; Teacher Student Relationship; College Students; English (Second Language); Australia + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Ethnografie; Ausländer; Ausländerin; Kultureller Unterschied; Employment experience; Job experience; Occupational experience; Berufserfahrung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Australien
Abstract	Scholarly articles on international academics mainly focus on personal and professional challenges endured by international academics' during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching 'shock' -- to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01