The Impacts of the United States International Training Program in Pedagogy in Higher Education on Visiting Scholars in China

Autor/inn/en	Liu, Yuliang; Weishaar, Mary; Xin, Huaibo; Fricke, Gretchen; Lavallee, Tom
Titel	The Impacts of the United States International Training Program in Pedagogy in Higher Education on Visiting Scholars in China
Quelle	In: International Education Journal: Comparative Perspectives, 20 (2021) 1, S.41-66 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Foreign Countries; Program Effectiveness; College Instruction; Cultural Differences; International Programs; Teaching Methods; College Faculty; Partnerships in Education; Faculty Development; Observation; Teacher Attitudes; Cultural Awareness; Educational Practices; English (Second Language); Language Proficiency; United States; China + Suchen Sie Ihr Suchwort? Ausland; Hochschullehre; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Hochschulpartnerschaft; Beobachtung; Lehrerverhalten; Cultural identity; Kulturelle Identität; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; USA
Abstract	The longitudinal study was designed to investigate the impacts of the International Training Program in Pedagogy (ITPP) at a midwestern institution in the US on the visiting scholars in seven cohorts from China in 2012-18. The study used the cohort survey research design method. The first part of the data was collected from 48 visiting scholars from Northwest Normal University in China who participated in the seven ITPP cohorts. Quantitative and qualitative data were collected through several surveys from the beginning to the end of the training in each cohort from August to December each year in 2012-2018. In addition, a recent online impact survey was used to collect up-to-date data from the scholars in September 2020. The results of the quantitative and qualitative surveys revealed similar findings. It was found that the ITPP had significantly influenced all scholars. They had learned the American college teaching pedagogy in the US and exhibited different attitudes towards instruction and related practices in China. International implications result from the study. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01