Teacher Professional Development Under the Impact of Internationalization in VET

Trần, Lý Thị; Lê, Trúc Thị Thanh

doi:10.1007/978-3-319-47859-3_5

Cited by 13 publications

(2 citation statements)

References 21 publications

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“…Teachers are the key players in facilitating the internationalization of higher education. Due to the consistent increase in the number of international students, teaching community all across the globe is facing significant professional challenges in addressing the learning needs of diverse student communities (Tran & Le, 2018). Therefore, professional development and teachers’ skills to negotiate their professional demands to change the landscape of internationalization of higher education are pertinent for the effective teaching-learning process.…”

Section: Background Of the Studymentioning

confidence: 99%

“…It complements ‘classic’ physical mobility in which academics or students travel abroad. In higher education, providing an international perspective to teachers has become one of the central objectives in the twenty-first century because teachers are the most important pillar of the teaching-learning process (Tran & Le, 2018). Although teacher virtual mobility is a challenge for teachers, it creates more opportunities for students.…”

Section: Virtual Mobility Of Teachers: Crucial and Understudiedmentioning

confidence: 99%

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Teachers on the Move: Understanding the New Model of Virtual Mobility Through the Case Study of a Russian University

Wadhwa,

Shcheglova,

Opfer

et al. 2024

Higher Education for the Future

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Virtual mobility has emerged as a new tool for the internationalization of higher education with the advent of information and communication technology in the current scenario. With the outbreak of COVID-19, the landscape of global higher education has altered significantly. In that situation, when physical academic mobility became impossible, the Higher School of Economics, one of the leading universities in Russia, ran a unique digital internship programme for teaching staff from regional universities. In the logic of the digital identity model and push–pull model, the present research has analysed the profiles and motivation letters of 398 teachers from 73 Russian universities which took part in 15 internship programmes since March 2020. The present study fills a gap in the literature by examining how motivation and reasons for participation in virtual mobility may trigger the reduction of inequality in higher education. The findings of the present study revealed that the main reasons highlighted by the teachers for taking part in virtual internship programmes are mostly external and connected with the current tasks imposed by the Ministry of Higher Education and University management. Internal reasons are true mostly for teaching track when teachers are the agents of creating modern pedagogical methods for their courses. Thus, university teaching staff do not feel themselves as the drivers of change. The environment at the higher education level is not ready yet for significant changes.

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Section: Background Of the Studymentioning

confidence: 99%

Section: Virtual Mobility Of Teachers: Crucial and Understudiedmentioning

confidence: 99%