教师对在跨国虚拟交流中建立协作教学能力的看法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-09-09 DOI:10.32674/jis.v12is3.4633

G. Weaver, Genevieve Hiltebrand, G. Ngai, S. Chan

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引用次数: 2

摘要

2019/2020学年为教师管理虚拟交流带来了历史性的机遇(O 'Dowd, 2021)，但关于教师如何在这些项目中培养能力的研究有限。作为在跨国虚拟交流中合作的教育工作者，我们的目标是从我们的经验和看法出发，调查教师在跨国虚拟交流中共同发展和合作的过程。我们的问题是:在跨国虚拟合作交流中，以往的生活经历在多大程度上调解了教师能力建设的过程?这个合作定性的自我民族志案例研究探讨了我们作为四位来自美国和香港的教师的经验，反映了我们在跨国虚拟交换中与教师能力建设有关的经验。数据表明，以往的国际经验有助于教师在虚拟交流中进行能力建设，并对文化谦逊的作用提出了质疑。

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Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange

The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.