Session Information
10 SES 11 B, Research on Programmes and Pedagogical Approaches in Teacher Education: International Exchange Programs
Paper Session
Contribution
Introduction
This paper will present the findings of an empirical study of the advantages accruing to students involved in a placement exchange between Paris Sorbonne IUFM and the University of Dundee. Perceived gains in linguistic competence, pedagogical skills, cultural awareness and self esteem are examined. In particular the phenomenon of ‘culture shock’ (Ward et al 2001) and its role in this learning process is explored.
Policy Context
The way in which this exchange is established mitigates for overtaking the majority of the European Commission Key Competences for Lifelong Learning, but specifically:
2) Communication in foreign languages;
5) Learning to learn;
8) Cultural awareness and expression. (European Commission, 2007)
The first of these encourages the development of proficiency in other languages and a positive attitude to cultural diversity; the second promotes the lifelong pursuit of learning and the third commends the appreciation of local, national and European cultural heritage and their place in the world. There is keen interest in promoting mobility within Europe (both virtual and actual) and such experiences can only support this aim and give students the confidence and competence to “widen their net” of employment opportunities. Opportunities to experience the culture of another country directly, rather than at a distance, are designed to equip our students to embed cultural awareness in their own practice as emerging teachers.
Study Context
In the three years that the partnership has existed between Paris Sorbonne IUFM and the University of Dundee, academic staff in both campuses have shared the hope that students within TEI programmes who participated in the exchange would thus have the opportunity to enhance their language skills, their knowledge of the partner education system (Brougère et al., 2009) and the culture/lifestyle of that country and, in turn, would have the potential to translate these additional benefits into good practice and fresh pedagogical approaches in their ensuing careers. Crucial elements of student preparation for the exchange are strategies to minimize “culture shock” (Ward et al., 2001). In order to help to build relationships, knowledge of respective settings and particularly to enhance language skills, videoconferencing is established when practicable. (Abbott et al., 2005).
Theoretical Context
This paper uses a social constructivist approach to the consideration of the interaction between academic staff and student teachers as tutors provide direct didactic support addressing the problems of culture shock. Culture shock is defined and explored building on the work of Ward et al (2001) and Furnham (2004). The analysis of the didactic support for students builds on the work of Vygotsky (1986), Bruner (1976), Tharp and Gallimore (1988) and the European experience of didactics Hudson (2007). The framework for analysis draws on the concept of ‘dis-equilibrium’ and ‘scaffolding’ by a ‘more capable other’ to explore the learning process the students and when confronted by culture shock. The students’ experiences of culture shock within their exchange visit and during their practical experiences of teaching in another language/country are analysed alongside the tutors’ didactic strategies used to support the students.
Method
Expected Outcomes
References
Abbott, C., Grosbois, M. & Klein, M. (2005) "A beautiful House Built on Sand. What makes E-communication Projects Succeed – and why are they still so rare?" Technology, Pedagogy and Education, Vol. 14, No. 2, 225-239. Bodrova, E (2008) "Make – believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education". European Early Childhood Education Research Journal, Vol. 16, No. 3 September 2008, 357-369. Brougère, G., Guénif-Souilamas, N. & Rayna, S. (2008) "Ecole maternelle (preschool) in France: a cross-cultural perspective". European Early Childhood Education Research Journal, Vol.16, No.3 September 2008, 371-384. Bruner, J.S. (1978) “The role of dialogue in language acquisition” in A. Sinclair, R. Jarvella & W.J.M. Levelt (eds) The Child’s Conception of Language New York: Springer-Verlag European Commission (2007). Key Competences for Lifelong Learning: European Reference Framework. Available online at http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf. Accessed 10th January 2011. www.hmie.gov.uk/documents/.../Portrait%20Feb%202007.pdf accessed 15th January 2011 Furnham, A. (2004) “Foreign Students. Education and culture shock” The Psychologist Vol.17 no.1 pp.6-19 Hudson, B. (2007) “Comparing Different Traditions of Teaching and Learning: what can we learn about teaching and learning?” European Educational Research Journal Vol.6 (2) pp 135-146 Learning and Teaching Scotland (2009) Curriculum for Excellence, http://www.ltscotland.org.uk/curriculumforexcellence/index.asp Accessed 14th January 2011 Tharp, R. and Gallimore, R. (1988) Rousing Young Minds to Life: teaching, learning and schooling in social context. Cambridge: Cambridge University Press Vygotsky, L. (1986) Thought and Language Cambridge, Mass.: The MIT Press Ward,C., Bochner, S. & Furnham, A. (2001) The Psychology of Culture shock. Routledge, Philadelphia, PA.
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