The Role of Cultural and Linguistic Factors in Shaping Feedback Practices: The Perspectives of International Higher Education Teaching Staff

Autor/inn/en	Bale, Richard; Pazio Rossiter, Monika
Titel	The Role of Cultural and Linguistic Factors in Shaping Feedback Practices: The Perspectives of International Higher Education Teaching Staff
Quelle	In: Journal of Further and Higher Education, 47 (2023) 6, S.810-821 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bale, Richard) ORCID (Pazio Rossiter, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2188179
Schlagwörter	Cultural Influences; Feedback (Response); STEM Education; Medical Education; Teacher Attitudes; College Faculty; Correlation; Language Role; Intercultural Communication; Language Usage; Foreign Countries; Metalinguistics; Cultural Awareness; Higher Education; Teacher Student Relationship; Cultural Differences; Cross Cultural Studies; Foreign Nationals; Teacher Characteristics; International Education; United Kingdom + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; STEM; Medizinische Ausbildung; Lehrerverhalten; Fakultät; Korrelation; Interkulturelle Kommunikation; Sprachgebrauch; Ausland; Metalanguage; Metasprache; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Ausländer; Ausländerin; Internationale Erziehung; Großbritannien
Abstract	The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01