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Teaching the international classroom

Vemden, M.S. van (2020) Teaching the international classroom.

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Abstract:The global flow of people/cultures and knowledge in an interconnected world has led to an increase in international students. Lecturers are the interface between the institution and the international students and experience the effects of internationalisation in their classrooms. This research focused on three questions: whether lecturers at the University of Twente experience the effects of internationalisation in their classroom; to what extent are teachers interculturally competent; and what kind of support teachers would prefer. Lecturers experience unexpected behaviour from students, differences in expectations and experiences concerning testing, academic skills, varying experiences in group work and level of writing. Most importantly, they experience a diversity in educational/communication norms and values. Most lecturers have an ethnocentric response to the confrontation with international students. Ethnocentrism refers to seeing a person’s own culture as central to reality, which means that they minimise and deny cultural differences between students or defend their own culture. Knowledge of international educational systems and cultural background of international students is minimal. A significant diversity exists between lecturers and their skills/actions when teaching the international classroom. Furthermore, lecturers are reserved when discussing international students’ needs and differences between groups of students. Most lecturers indicated they do not need support.
Item Type:Essay (Master)
Clients:
CELT, Enschede, Nederland
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/81318
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