ERIC Number: EJ1240579
Record Type: Journal
Publication Date: 2017-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1030-8385
EISSN: N/A
Internationalising a School: Teachers' Perspectives on Pedagogy, Curriculum and Inclusion
Hattingh, Sherene; Kettle, Margaret; Brownlee, Joanne
TESOL in Context, v26 n1 p45-62 Jun 2017
The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers' practices and professional development as well as the place of international students in the school community.
Descriptors: Foreign Countries, Teacher Attitudes, Instruction, Curriculum, Inclusion, Teacher Competencies, Student Participation, Cultural Awareness, Literacy, Faculty Development, Secondary School Teachers, Foreign Students, Student Diversity, Culturally Relevant Education, Private Schools, Religious Education, English (Second Language), English Language Learners
Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A