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ERIC Number: EJ1135242
Record Type: Journal
Publication Date: 2014-Jul
Pages: 28
Abstractor: As Provided
ISSN: EISSN-1931-4744
Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant
Allen, Janine F.
International Journal for the Scholarship of Teaching and Learning, v8 n2 Article 17 Jul 2014
Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey findings indicate that certain faculty development strategies improved teaching and assessment practices and enhanced self-reflection. However, evidence also showed some negative faculty perceptions in relation to the US partner's methodologies, and qualitative responses indicated a lack of relevancy to the Southeastern Asia context. Furthermore, negative correlations were found between faculty development workshops and teacher education faculty teaching subject area endorsement content and their praxis. Very little has been written on the impact of teacher educator professional development offered by transnational academic partnerships. Universities involved as transnational partners must be flexible, culturally sensitive and determine together areas of priority and relevance as a definition of success for partnership effectiveness.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Asia; United States
Grant or Contract Numbers: N/A