Mobility Matters

Brandenburg, Uwe; Taboadela, Obdulia; Vancea, Mihaela

doi:10.1007/978-94-6300-301-8_16

Cited by 6 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yet others focus on how a teacher's self-perception might change after having experienced studying abroad (Wang, 2014).The present research project focused on the European Erasmus+ Mobility program which has provided opportunity for students, teachers and other partakers of the educational field to travel, learn, and grow professionally and personally. The professional value of Erasmus mobilities has been examined closely in several investigations concerning the participants' marketability and skills acquired (Bracht et al, 2006;Brandenburg et al, 2014;or Engel, 2010). The focus of this paper, as opposed to these earlier investigations, was on psychological changes in secondary school teachers as a result of SA.…”

Section: The Settingmentioning

confidence: 99%

The effect of short term Erasmus+ teacher training courses on foreign language teachers’ personal and professional competences – The case of four teachers

Furka,

Johnsen

2017

WoPaLP

View full text Add to dashboard Cite

The present research is an investigation into how, if at all, the personal development and professional competences of secondary education foreign language teachers are affected by a complex input abroad such as a short term Erasmus+ Mobility program. It was assumed that spending time abroad in a different cultural and professional environment may serve as a certain kind of input, more precisely a stressor (Bennet, 1986; Selye, 1966) for anyone. How they cope with it inadvertently influences the outcome of their professional development. While the effect of long-term input abroad has been widely researched (within expat literature, ESL and culture shock studies, etc.), the impact of short-term mobilities has not been explored. The aim of the present research is therefore to explore if such an input has any effect, and if yes, what kind of effect it exerts in personal and professional life. The research approach is explorative (Creswell, 2007) and participatory action research (MacDonald, 2012; Herr & Anderson, 2015). The participants were foreign language teachers with a minimum teaching experience of 15 years. Each participant took part in a two-week course. Three instruments were used: the psychological immune system was measured by the Psychological Immune System Inventory (PISI) used in a pre- and post-test format (Oláh, 2004); an emotional intelligence (EI) self-evaluation inventory (Neale, Spencer-Arnell, & Wilson, 2009); and finally open-ended (Dörnyei, 2007; Kvale, 1996) reflective interviews (Roulston, 2011) were carried out to supplement the numerical data of the first two inventories (Turner, 2010; Seliger & Shohamy, 1989). The results show changes in the coping preferences and EI tendencies of the participants, in which the course experiences were reflected. These changes are expected to appear in the participants’ professional competences after having reintegrated into their home culture.

show abstract

Section: The Settingmentioning

confidence: 99%

The effect of short term Erasmus+ teacher training courses on foreign language teachers’ personal and professional competences – The case of four teachers

Furka,

Johnsen

2017

WoPaLP

View full text Add to dashboard Cite

show abstract

“…Similar to the case of entrepreneurial competencies, we see that female teachers are more likely than their male counterparts to promote development of transversal competencies in their study programs however having a doctoral degree and having some time abroad have no effect on the promotion of transversal competencies. These results are worrying since mobility (experience abroad) and higher qualifications (holding a doctoral degree) should provide more expert knowledge and put more importance on transversal competencies (Brandenburg et al, 2016). It might be that the Belarusian HE system is suffering from its Soviet legacy and HE provision characterized by a centrally state-planned national curriculum (Gille-Belova and Titarenko, 2018).…”

Section: Promotion Of Transversal Competenciesmentioning

confidence: 99%

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

Fagoaga

García‐Aracil

Navarro-Milla

2023

HESWBL

View full text Add to dashboard Cite

PurposeThis paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.Design/methodology/approachThe authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.FindingsThe results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.Originality/valueAlthough Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.

show abstract

“…In this context, the role of the lecturer stands out, who has to be "mindful in the formulation of assessment tasks and associated marking criteria not to advantage or disadvantage students because of their differentially situated biographies" (Killick, 2015, p. 170), within the context of the requirements of institutional, national, or professional regulatory bodies. Moreover, student outcomes are primarily self-reported (Boeve-De Pauw et al, 2015;Brandenburg et al, 2016). Often they are therefore limited to enhanced commitment, for example, to a more sustainable lifestyle (O'Flaherty & Liddy, 2018) or to the first developmental steps toward inclusive, culturally appropriate behavior (Deardorff, 2017), and provide limited evidence for actual transformation or development.…”

Section: Intersections In Pedagogical Approaches To Curriculum Designmentioning

confidence: 99%

Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

Gregersen-Hermans

2021

Journal of Studies in International Education

View full text Add to dashboard Cite

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed.

show abstract

Mobility Matters

Cited by 6 publications

References 1 publication

The effect of short term Erasmus+ teacher training courses on foreign language teachers’ personal and professional competences – The case of four teachers

The effect of short term Erasmus+ teacher training courses on foreign language teachers’ personal and professional competences – The case of four teachers

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

Contact Info

Product

Resources

About