Teacher capabilities in a multicultural educational environment: An analysis of the impact of a professional development project

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Teacher capabilities in a multicultural educational environment: An analysis of the impact of a professional development project. / Lauridsen, Karen M.; Lauridsen, Ole.

In: International Journal for Academic Development, Vol. 23, No. 2, 2018, p. 98-109.

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@article{d5001bc5e08e434c8ea3556a587a3ff6,
title = "Teacher capabilities in a multicultural educational environment: An analysis of the impact of a professional development project",
abstract = "With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an intervention, a mix of different data sets are used, moving from self-assessment by participants to observations of individual teaching practices in the classrooms. It is shown how corroboration of surveys and observation reports in an explicit feedback template can be used to evidence the value of the intervention in context.",
keywords = "internationalisation of higher education; English Medium Instruction; professional development; demonstrating impact; evidencing value, internationalisation of higher education; English Medium Instruction; professional development; demonstrating impact; evidencing value",
author = "Lauridsen, {Karen M.} and Ole Lauridsen",
year = "2018",
doi = "10.1080/1360144X.2017.1357557",
language = "English",
volume = "23",
pages = "98--109",
journal = "International Journal for Academic Development",
issn = "1360-144X",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Teacher capabilities in a multicultural educational environment: An analysis of the impact of a professional development project

AU - Lauridsen, Karen M.

AU - Lauridsen, Ole

PY - 2018

Y1 - 2018

N2 - With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an intervention, a mix of different data sets are used, moving from self-assessment by participants to observations of individual teaching practices in the classrooms. It is shown how corroboration of surveys and observation reports in an explicit feedback template can be used to evidence the value of the intervention in context.

AB - With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an intervention, a mix of different data sets are used, moving from self-assessment by participants to observations of individual teaching practices in the classrooms. It is shown how corroboration of surveys and observation reports in an explicit feedback template can be used to evidence the value of the intervention in context.

KW - internationalisation of higher education; English Medium Instruction; professional development; demonstrating impact; evidencing value

KW - internationalisation of higher education; English Medium Instruction; professional development; demonstrating impact; evidencing value

U2 - 10.1080/1360144X.2017.1357557

DO - 10.1080/1360144X.2017.1357557

M3 - Journal article

VL - 23

SP - 98

EP - 109

JO - International Journal for Academic Development

JF - International Journal for Academic Development

SN - 1360-144X

IS - 2

ER -