Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation through a Professional Development Series

Autor/inn/en	Senyshyn, Roxanna M.; Smith, Paula
Titel	Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation through a Professional Development Series
Quelle	In: Journal of Transformative Education, 17 (2019) 4, S.318-336 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344619833342
Schlagwörter	Cultural Awareness; Teaching Methods; Educational Practices; Transformative Learning; Faculty Development; College Faculty; Learning Processes; Undergraduate Students; Teacher Student Relationship; Best Practices; Teacher Motivation; Social Change; State Universities; Immigrants; English Language Learners; Foreign Students; Student Adjustment; Seminars; Student Diversity; Cultural Differences + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Pädagogische Transformation; Fakultät; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Wandel; Staatliche Universität; Immigrant; Immigrantin; Immigranten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Seminar; Kultureller Unterschied
Abstract	This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative's potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01