Reflections on an Alternative Approach to Continuing Professional Learning for Internationalization of the Curriculum across Disciplines

Autor/inn/en	Green, Wendy; Whitsed, Craig
Titel	Reflections on an Alternative Approach to Continuing Professional Learning for Internationalization of the Curriculum across Disciplines
Quelle	In: Journal of Studies in International Education, 17 (2013) 2, S.148-164 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315312463825
Schlagwörter	Teaching Methods; Foreign Countries; Professional Continuing Education; Global Approach; International Education; College Curriculum; College Students; College Faculty; Interdisciplinary Approach; Higher Education; Academic Achievement; Teacher Participation; Reflection; Teacher Role; Communities of Practice; Discourse Analysis; Theories; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Globales Denken; Internationale Erziehung; Collegestudent; Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Lehrerrolle; Community; Diskursanalyse; Theory; Theorie; Australien
Abstract	Academics at the coalface of teaching and learning often feel undersupported, underprepared, and underconfident in "internationalizing the curriculum" (IoC). The formal, structured programs designed by institutions to meet the needs of academics for continuing professional learning (CPL) in our rapidly changing sector fail to engage many academics. As centrally situated higher education/student learning academics, the authors present one alternative approach to CPL, developed in the context of an Australian Learning and Teaching Fellowship: "Internationalization of the Curriculum in Action." First, the authors reflect on the engagement of disciplinary academics throughout the project; this underscores the value of critical, reflective conversations within and across disciplines. Second, the authors reflect on their own role in creating this critical (inter)disciplinary space; this underscores the value of introducing a theoretical framework for reviewing and developing IoC, providing a structure for the process, igniting the imagination of participants, and questioning and collectively acting on institutionalized enablers and blockers to IoC. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10