The Development of Teachers’ Intercultural Competence Using a Change Laboratory Method

Teräs, Marianne; Lasonen, Johanna

doi:10.1007/s12186-012-9087-8

Cited by 22 publications

(8 citation statements)

References 19 publications

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“…This presents a challenge for teachers when there are tensions between organisational imperatives, vocational ideals and the needs of the students (Wärvik, 2013). Hence, there is a need for teachers to find creative pedagogical practices as interventions that respond to and accommodate students' backgrounds, thereby operationalising the 'experienced curriculum' for integration, and promoting social inclusion of these students who tend to be on the margins (Onsando andBillett, 2009, 2017;Teräs and Lasonen, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…They bring with them rich sets of knowledge and knowing (personal epistemologies) (Billett, 2009), and social-cultural competencies and work practices that are often in contestation with interpretations and work practices in their host countries. Teachers are therefore compelled to provide additional support to help students cross several boundaries, albeit within the constraints of existing curriculum and resourcing, and with limited or no additional training in how to prepare refugee and migrant students for working life (Lasonen and Teräs, 2016;Teräs and Lasonen, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens

Choy

Wärvik

2018

Journal of Vocational Education & Training

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The study reported here used a practice theory lens to understand vocational education and training (VET) teachers' current practices in supporting integration of learning in educational institutions and workplaces -specifically for refugee and migrant students. A case study was conducted with ten teachers delivering aged care programs in South East Queensland, Australia and in a municipality in West Sweden. During in-depth interviews teachers were asked to explain the enabling and challenging aspects of their practice, and specific strategies they used to support refugee and migrant students with integration of learning in the two main sites. Analyses of data concentrated on understanding three types of arrangements (culturaldiscursive, material-economic and social-political) in the practice architectures at the two learning sites. Teachers in both countries extended beyond their everyday pedagogical approaches to support integration of learning and meet the specific needs of refugee and migrant students. Their teaching practices comprised interdependent practices of VET and aged care in two settings, each with distinct ecologies of practice. Their narratives reflect contestations between practice traditions of aged care practices in Australia and Sweden, and students' understandings and reflections of practices in their birth countries. We conclude that teacher training and adjustments to these arrangements can bridge contestations between the enacted and experienced curriculum in the two sites.Cultural-discursive arrangements shape and make possible specific "sayings" comprising professional vocabulary that make possible the language for participants to talk about their work practices. The sayings are shared by participants to describe, interpret and justify the practice (Kemmis et al. 2014; Kemmis 2009), and cultivate a common understanding. Material-economic arrangements encompass physical and economic realities which shape the practice. They make possible specific "doings" -activities completed in the course of the practice. The social-political arrangements reflect the social relationships and power ("relatings"). These arrangements make possible the relations between persons, the artefacts and professional cultures. According to Kemmis and Grootenboer (2008), the sayings, doings and relatings hang together in a practice. (For more details on practice architectures, refer to Kemmis et al. 2014; Kemmis 2009). These dynamics and the interactions between them configure the existence of each work site. Students are expected to engage and become

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens

Choy

Wärvik

2018

Journal of Vocational Education & Training

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“…Some evidence suggests that ICC is a malleable skill and that higher education experiences influence the development of these competencies for both educators and students (e.g., Eisenberg et al, 2013). Most intercultural education research focuses on best practices to train K-12 teachers to work effectively with diverse student populations (DeJaeghere & Cao, 2009;DeJaeghere & Zhang, 2008;Teräs & Lasonen, 2013). Similarly, the research on ICC in higher education focuses on training international education professionals, which include roles such as collegiate language instructors, study abroad and international student advisors, faculty members, and other professionals supporting international educational exchange programs (Paige & Goode, 2009, p. 333).…”

Section: Malleability Of Intercultural Competence In the Higher Education Contextmentioning

confidence: 99%

Intercultural Effectiveness of International and Domestic Students

Avcılar

Gök

2021

jis

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Among the vast and diverse discussions and research on international students, the intercultural status of university students holds a special place in terms of integration and academic success. One of the discussions is the intercultural competencies of the students in higher education. In this respect, this study aims to compare the intercultural effectiveness of international and domestic students, as well as examine their intercultural effectiveness status in terms of different background characteristics. The data were collected from a public university in Turkey using the Intercultural Effectiveness Scale developed by Portalla and Chen (2010). The findings revealed that international students compared to domestic counterparts show a higher level of intercultural effectiveness. Additionally, some background characteristics are significant predictors of the intercultural effectiveness of university students: grade level, parent's nationality, being and living in a foreign country, having a close friend(s) from a different culture. Some research and policy recommendations are provided.

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“…This second CL was focused on creating new ways of learning and instruction in cross-subject thematic units utilizing information and communication technology (Engeström, Engeström & Suntio, 2002b). Domain appropriation is evident in the fact that after the Jakomäki interventions, CLs in school settings have been conducted at least in Italy (Sannino, 2010b), Finland (Virkkunen & Tenhunen, 2010;Teräs & Lasonen, 2013), Botswana (Virkkunen, Nleya, Newnham & Engeström, 2012), United Kingdom (Naghieh, Thompson & Montgomery, 2014), and Russia (Lapshin, Ivanova & Chernish, 2015). Several of these interventions have been wholly or partly initiated by school principals and teachers.…”

Section: Generativitymentioning

confidence: 99%

Formative Interventions for Expansive Learning and Transformative Agency

Sannino¹,

Engeström²,

Lemos³

2018

Cultural-Historical Activity Theory Approaches to Design-Based Research

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The article examines formative interventions as we understand them in cultural-historical activity theory, and reflects upon key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including two Change Laboratories (CL), are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all three interventions, learners expansively transformed the object of their activity. The CL cases, however, show that this learning process included productive deviations from the researchers' instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together, these cases illustrate that an activity-theoretical formative intervention approach differs from design based research in the following ways: 1) formative interventions are based on design done by the learners; 2) the collective design effort is seen as part of an expansive learning process, including participatory analyses and implementation phases; 3) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time in both the researched activities and in the research community.

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The Development of Teachers’ Intercultural Competence Using a Change Laboratory Method

Cited by 22 publications

References 19 publications

Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens

Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens

Intercultural Effectiveness of International and Domestic Students

Formative Interventions for Expansive Learning and Transformative Agency

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