Academic Practice as Explanatory Framework: Reconceptualising International Student Academic Engagement and University Teaching

Autor/in	Kettle, Margaret
Titel	Academic Practice as Explanatory Framework: Reconceptualising International Student Academic Engagement and University Teaching
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 32 (2011) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Foreign Students; Education Courses; Teaching Methods; Models; Learner Engagement; Higher Education; Foreign Countries; Learning Strategies; Second Language Learning; Discourse Analysis; English (Second Language); Academic Achievement; Learning Theories; Masters Programs; Universities; Australia + Suchen Sie Ihr Suchwort? Fortbildungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Learning theory; Lerntheorie; Magister course; Magisterstudiengang; University; Universität; Australien
Abstract	This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students' "readings" of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10