Affordances of an International Campus for Intercultural Learning: Views from MA Students and Faculty in Two US-Based Teacher Education Programs

Autor/in	Lazarevic, Nina
Titel	Affordances of an International Campus for Intercultural Learning: Views from MA Students and Faculty in Two US-Based Teacher Education Programs
Quelle	In: Intercultural Communication Education, 6 (2023) 1, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lazarevic, Nina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Affordances; Multicampus Colleges; International Education; Multicultural Education; Student Attitudes; Graduate Students; Masters Programs; Foreign Students; Graduate School Faculty; Teacher Attitudes; Teacher Education Programs; Group Dynamics; Educational Opportunities; Interaction + Suchen Sie Ihr Suchwort? Internationale Erziehung; Multikulturelle Erziehung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Lehrerverhalten; Gruppendynamik; Bildungsangebot; Bildungschance; Interaktion
Abstract	This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning. (As Provided).
Anmerkungen	Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/ice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01