- School of Education, Deakin University
Ly Tran
Deakin University, Education/teaching, Faculty Member
This DECRA (Discovery Early Career Researcher Award) project funded by the Australian Research Council investigates the professional learning needs and practices of teachers under the changed circumstances of international education. It... more
This DECRA (Discovery Early Career Researcher Award) project funded by the Australian Research Council investigates the professional learning needs and practices of teachers under the changed circumstances of international education. It examines how teachers can be equipped to effectively address international students’ learning needs and respond to the demands of internationalisation by interviewing 215 staff in both HE and VET, of which 98 are academics and English language and learning skills advisors from 19 universities in Australia. The research also involves participation in teacher professional learning activities.
Our recently published book “Teacher Professional Learning in International Education” (https://www.palgrave.com/gp/book/9783319705149) and forthcoming papers on teacher professional learning in higher education arising from this project discussed primary areas of professional learning needed to enhance teachers’ capacity to respond to international students’ needs and internationalisation-related demands.
The research indicates teachers in higher education mediate professional demands and engage in professional learning by: - drawing on their own experience and resources to address the new challenges arising from working with international students. Prior experience and exposure to different cultures through travelling, personal connections, volunteer activities and networks are essential resources. Such kinds of capitals are not always available though. - seeking advice/support from senior colleagues and peers through informal/formal mentoring. - proactively mobilising different resources and seeking learning opportunities at workplaces, including formal training and PD activities as well as informal learning from colleagues and international students. - building relationships and obtaining input from international students, especially through casual conversations outside classrooms and engagement in social events.
Our recently published book “Teacher Professional Learning in International Education” (https://www.palgrave.com/gp/book/9783319705149) and forthcoming papers on teacher professional learning in higher education arising from this project discussed primary areas of professional learning needed to enhance teachers’ capacity to respond to international students’ needs and internationalisation-related demands.
The research indicates teachers in higher education mediate professional demands and engage in professional learning by: - drawing on their own experience and resources to address the new challenges arising from working with international students. Prior experience and exposure to different cultures through travelling, personal connections, volunteer activities and networks are essential resources. Such kinds of capitals are not always available though. - seeking advice/support from senior colleagues and peers through informal/formal mentoring. - proactively mobilising different resources and seeking learning opportunities at workplaces, including formal training and PD activities as well as informal learning from colleagues and international students. - building relationships and obtaining input from international students, especially through casual conversations outside classrooms and engagement in social events.