谁在国际教育中学习成长——“知识殖民主义”抑或跨文化交流

Who Learns from International Education?——Intellectual Colonialism or Nurturing Diversity

在国际教育中,如何促进教师创造性地理解教和学是热点和难点问题。教育全球化鼓励学生流动,导致许多国家的大量学生求学海外。由此,使用第二语言以及在不同学术文化环境下学习所带来的挑战,迫使教师和学生双方都有必要重新审视和评估自己的教学实践。通过对一个有丰富国际教学经验的英国大学教师团队的调查和访谈,展示他们如何调整自己的教学实践以适应中国的学生学习英国课程,找寻他们在创造具有包容性的教与学的环境方面的实践经验,以及如何发展教师互动和专业认同的情况。

This paper examines how international collaboration can lead to more creative understandings about teaching and learning. Globalisation of education has encouraged student mobility and led to many students studying abroad. The challenges of studying in a second language, and in a different academic culture, have created a need for both teachers and students to re-evaluate their academic practices. Enabling students to transition to an alternative academic culture, whilst studying in a second language, requires tutors to creatively reflect on their pedagogic approaches. This research was conducted to find out how a group of internationally experienced UK tutors adjusted their pedagogical practices to meet the needs of the Chinese learners being taught on a UK course in China. Through case study and the adoption of questionnaires and interviews the paper explores the experiences of these tutors as they seek to create an inclusive learning and teaching environment and investigates aspects of educational interaction and professional identity that might develop when teaching international students.