The impact of professional development: Enhancing the quality of teaching in international programmes

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Higher education lecturers are often not sufficiently trained to meet the challenges or reap the benefits of teaching a diverse cohort of students. Whether the students – and their lecturers – are local or international, the language of instruction is not necessarily their own first language just as the local culture may differ from their own cultural background. With a classroom characterised by such diversity, there may be cultural, linguistic and didactic factors that need to be taken into consideration in order for teaching and learning to be successful.
This paper reports on a project in which all lecturers teaching through English in a department underwent a one-year training programme (three cohorts). The department is located in a non-English speaking European country with a relatively high level of English proficiency. The aim of the project was to ensure that the lecturers had the necessary competences and language proficiency to teach through English; in addition, participants should be able (i) to account for the basic concepts of active learning in an English Medium Instruction (EMI) context, (ii) to relate them to their own teaching practice, and (iii) to apply them in the planning and teaching of their own courses.
The programme had the following components: Observation of the individual lecturers in action followed by written feedback according to a specified grid and, at the end of the first semester, a two-day seminar (retreat) for all lecturers in the cohort. The seminar comprised topics such as active learning as well as linguistic and cultural issues in the international classroom. In the second semester, the lecturers were observed again and developments were noted. The programme ended with a half-day workshop at which participants exchanged experiences and ideas, and the instructors offered feedback on the developments that had taken place. The paper will outline the content of the intervention seen as a quality enhancement measure and discuss the participant evaluations and the results of a subsequent survey demonstrating the impact of the programme.
Udgivelsesår23 jun. 2017
Antal sider1
StatusUdgivet - 23 jun. 2017
BegivenhedSTLHE 2017 SAPES Konference: Gateways in Higher Education: Cultures, Transitions, Transformations - Universiteterne , Halifax,NS, Canada
Varighed: 20 jun. 201723 jun. 2017


KonferenceSTLHE 2017 SAPES Konference


  • Diversity; internationalisation of higher education; multilingual and multicultural learning space; educational development; teaching and learning

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