20 SES 06, To Study Abroad Is Challenging Intercultural Sensitivity Competencies but What from Technology to Philosophy Can Inform and Support This Academic Practice?
Research shows that globalization has propelled universities to seek partnerships and collaborations with institutions around the world. Many European and American branch campuses have sprung up in China. Relatively few studies, however, have analyzed the influence of Chinese traditions for education pedagogy in these Western-style branch campuses.
My research question is whether the western-style teaching pedagogy can be fully replicated in China and in what ways practices in pedagogy or organization are likely to be enacted in order to make international branch campuses curricula consistent with Chinese traditions. By comparing the Western higher education pedagogy and Chinese higher education pedagogy, and utilizing the Pedagogical Content Knowledge (PCK), this research tested what practice or organization needs to be enacted to meet the consistency with Chinese traditions and how teacher education resources can be redesigned in order to meet the needs of instructors in branch campuses.
Chang, L., Mak, M. C., Li, T., Wu, B. P., Chen, B. B., & Lu, H. J. (2011). Cultural adaptations to environmental variability: An evolutionary account of East–West differences. Educational Psychology Review, 23(1), 99-129. Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. Society and the language classroom, 169, 206. Currie, J. K., & Newson, J. (Eds.). (1998). Universities and globalization: Critical perspectives. Sage publications. Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262-270. Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social studies. Scandinavian Journal of Educational Research, 31(2), 59-70. Kerr, C. (2001). The Uses of the University. Cambridge: MA Harvard University Press. Hayhoe, R. E. (1987). China's higher curricular reform in historical perspective. The China Quarterly, 110, 196-230. HELDMAN, B. (1990). Teacher competence in adult education: A review and analysis of selected literature. Unpublished M.Ed. major paper, The University of British Columbia, Vancouver. Lawson, A. E. (1985). A review of research on formal reasoning and science teaching. Journal of Research in Science Teaching, 22(7), 569-617. Lawton, W., & Katsomitros A. (2012, January). International branch campuses: data and developments. The Observatory on Borderless Higher Education, 103(3), 467-471. Retrieved from http://www.obhe.ac.uk/documents/view_details?id=894 Meyer, J. W., Ramirez, F.O., Frank, D.J., & Schofer, E. (2007). Higher education as an institution. In P. J. Gumport (Ed.), Sociology of higher education: Contributions and their contexts (pp.187-221). Baltimore: Johns Hopkins University Press. Postiglione, G. A. (2002). Chinese higher education for the Twenty-First Century: expansion, consolidation, and globalization. Higher education in the developing world: changing contexts and institutional responses. Pratt, D. D. (1989). Three stages of teacher competence: A developmental perspective. In E. Hayes (Ed.), Effective teaching styles (pp. 160-181). (New Directions for Continuing Education Series, No. 43 Fall). San Francisco: Jossey-Bass. Pratt, D. D. (1991). Conceptions of Self within China and the United States: Contrasting foundations for adult education. International Journal of Intercultural Relations, 15(3), 285-310. Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. McGraw-Hill Education (UK).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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