The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-15 DOI:10.1080/0309877X.2023.2188179

Richard Bale, Monika Pazio Rossiter

引用次数: 1

Abstract

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.

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文化和语言因素在形成反馈实践中的作用:国际高等教育教学人员的视角

摘要：关于高等教育国际化的文献通常侧重于学生视角，跨文化能力往往是毕业生的特征。然而，鉴于英国高等教育机构中国际教师的比例很高，需要更多地关注教师的跨文化能力。教育实践的一个关键方面是反馈，我们认为反馈处于文化环境中，并受到教师和学生的文化和语言体验的影响。本研究探讨了英国STEMM（科学、技术、工程、数学、医学）高等教育机构18名国际教职员工的反馈概念和经验。基于焦点小组数据，我们探讨了文化、语言和反馈之间的动态关系，强调了在反馈对话中考虑跨文化维度的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.