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International Research Conference, Lancaster UK, 21-23 July 2014
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The teachers’ Internationalisation Programme – TIP: an example of educational design research

Marion Troia, Hanze University of Applied Sciences, Groningen m.troia@pl.hanze.nl

Abstract

This paper present highlights of a doctoral research project into support for higher education teachers who are gaining new, or enhancing existing, competencies for international teaching at the Hanze University of Applied Science, Groningen (HUAS). It was an insider, practitioner research which had two main perspectives. One perspective aimed to explore how a professional development programme could facilitate teacher professional learning by combining English, intercultural and pedagogic enhancement using various learning approaches. The second perspective aimed to discover if and how elements of a programme could be delivered either centrally or in local/contextualised interventions. To investigate these areas, an educational design (based) research (EDR) was carried out by the researcher alone, tracking the development and application of the ‘Teachers’ Internationalisation Programme’ (TIP). Successive prototypes were designed, executed, analysed and redesigned across multiple contexts with small groups of teachers. There were three iterations of the TIP, delivered over a period of two and a half years to four groups of, on average six, teachers from different departments (Schools) or from teams within one School.
Outcomes of the first perspective included identification of factors that stimulated or constrained self-directed, tacit and transcendent teacher learning related to both individual and combined content domains. Regarding the second perspective, a generic programme in the form of a course map was designed as well as a tool to contextualise that programme to facilitate a work team. In addition, a set of heuristics which can be used in setting up any kind of professional development intervention for internationalisation was derived from the study. The heuristics were primarily framed by implicit change theories, social constructive perspectives and practice constituted, tacit, workplace learning.
For both perspectives, ready-to- use materials and suggestions for programme structures were produced. Outcomes were meant to be shared with local curriculum development and management teams of the 19 Schools (i.e. departments) as well as with the central research and development staff. Current projects partly inspired by or based on the research are (1) A professional development programme leading to a qualification for teachers who want to specialise in international teaching; a (2) toolkit of materials for the professional developers of all Schools; an (3) monograph of the key challenges and outcomes that can be shared with teachers and teacher supporters.


Link to Full Paper (If submitted)

Conference Organisers

Paul Trowler
Lancaster University, UK

Alice Jesmont
Lancaster University, UK

Malcolm Tight
Lancaster University, UK

Paul Ashwin
Lancaster University, UK

Murray Saunders
Lancaster University, UK

Chrissie Boughey
Rhodes University, South Africa

Suellen Shay
University of Cape Town, SA

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