Multicultural group work on field excursions to promote student teachers’ intercultural competence

2016 ◽  
Vol 40 (2) ◽  
pp. 284-301 ◽  
Author(s):  
Nina Brendel ◽  
Fisun Aksit ◽  
Selahattin Aksit ◽  
Gabriele Schrüfer
Keyword(s):  
Student Teachers ◽  
Group Work ◽  
Intercultural Competence

Creating Multimodal Texts for Language Learning Purposes

2019 ◽  
pp. 191-213
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Situated Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Language Teachers ◽  
Multimodal Texts ◽  
Learning And Teaching ◽  
Video Clips ◽  
Repetitive Tasks

The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.

Fostering Intercultural Competence in Higher Education

2020 ◽  
pp. 116-126
Author(s):  
Eika Auschner
Keyword(s):  
Higher Education ◽  
Action Research ◽  
21St Century ◽  
Group Work ◽  
Intercultural Competence ◽  
Business Students ◽  
Action Research Project ◽  
Ongoing Process ◽  
Double Degree ◽  
Individual Self

Within the ongoing process of globalization, intercultural competence has been identified as one of the key competences of the 21st century. Universities need to prepare their graduates for working across countries and cultures and have been focusing on the international and intercultural aspect of their programs. Research has shown, however, that the development of intercultural competence in students does not happen automatically but needs to be fostered and supported. Within an action research project, an intercultural group work was designed to foster the development of intercultural competence of business students in an international double-degree program. The analyses of individual self-reflections after the group work suggested that the group work provided students with international working experiences, and that the reflection process has to be structured and supported to foster the development of intercultural competence in students.

Students achieving intercultural competence through group work: realised or idealised?

2014 ◽  
Vol 7 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Jane Burdett
Keyword(s):  
Academic Success ◽  
Group Work ◽  
Work Experience ◽  
Intercultural Competence ◽  
Business Students ◽  
Qualitative Interviews ◽  
Work Skills ◽  
Learning Mechanisms ◽  
Content Type ◽  
Local Students

Purpose – The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach – Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings – The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications – Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value – The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

scholarly journals Assocationsverktyg som ett sätt att studera studenters diskussion kring naturvetenskapliga begrepp

2012 ◽  
Vol 4 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Karin Stolpe ◽  
Mari Stadig Degerman
Keyword(s):  
Student Teachers ◽  
Adenosine Triphosphate ◽  
Group Work ◽  
Scientific Concepts ◽  
Interview Situation ◽  
Rich Data

This article aims to describe a new tool, the association tool, to collect data of students’ discussions on scientific concepts. We have tested the association tool in two different situations. In the first, the association tool was used by student teachers in group-work. The students (two groups, which consisted of two and three students respectively) were asked to associate ATP (adenosine triphosphate), a concept with which they are familiar, with other concepts. In the second situation, the association tool was used in an interview situation dealing with the concepts of energy and heat. Three student teachers were interviewed. Both situations were videotaped and the transcripts were analysed qualitatively and quantitatively to show different ways of using the association tool. The association tool yielded rich data on the discussions of the concepts used, and it also allowed the opportunity to study interactions in group-work and an interview situation.

scholarly journals Culturally Mixed Group Work and the Development of Students’ Intercultural Competence

2020 ◽  
pp. 102831532096350
Author(s):  
Yuwei Liang ◽  
Alina Schartner
Keyword(s):  
Group Work ◽  
Intercultural Competence ◽  
Mixed Group ◽  
Intercultural Awareness ◽  
Group Activities ◽  
Multicultural Personality ◽  
Negative Effect ◽  
Students Attitudes ◽  
Linguistic Backgrounds

Culturally mixed group work has become a common mode of assessment in higher education to encourage students from different cultural and linguistic backgrounds to learn from and work with each other. This article aims to address whether culturally mixed group work can contribute to students’ intercultural competence (IC) development. The Multicultural Personality Questionnaire was used to measure students’ IC development over time, while three waves of interviews investigated students’ attitudes on culturally mixed group work. Findings suggest that both staff and students think culturally mixed group work can be beneficial and is an effective way to develop IC and increase intercultural awareness. However, students perceived it as both rewarding and challenging. Findings showed that without staff guidance, mixed group activities can cause a long-term negative effect on students’ open-mindedness. This result points to a need to reconsider how mixed-culture group work can be utilized effectively in class.

scholarly journals ELT Students’ Perceptions of Classroom Management during Teaching Practice: Difficulties and Solutions

2021 ◽  
Vol 1 (2) ◽  
pp. 190-205
Author(s):  
Joeang Salsabiltisa De Side ◽  
Mohammad Adnan Latief ◽  
Ekaning Dewanti Laksmi
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Group Work ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Activity ◽  
Online Questionnaire ◽  
Disruptive Students ◽  
Descriptive Research ◽  
Research Survey

Abstract: Teaching practice becomes one of the challenges for ELT student teachers to carry out the theories they have learned into practice. In view of the challenges, ELT student teachers of Universitas Negeri Malang may also have difficulties in managing a classroom. Therefore, this study was conducted to know the ELT students’ perceptions of classroom management during teaching practice, focusing on the difficulties and solutions. A quantitative with a descriptive research survey was used as the research design. An online questionnaire and interview were used as the instruments to collect the data. The result of this study shows that ELT student teachers 2016 of Universitas Negeri Malang have many difficulties in setting the rules and procedures, especially for group work. The result of the questionnaire depicts that some students break the rules (83.4%), difficulties in handling students who were not willing to work with their friends (67.9%), difficulties in ending the teaching and learning activity that reinforces discipline (66.7%), difficulties in engaging students’ interests at the beginning of teaching and learning activity (57.1%), and difficulties in handling students who bother their friends when they have finished a task (51.2%). For ELT student teachers who will be doing their teaching practice, it is essential to understand and deepen the knowledge of managing the classroom. Moreover, student teachers need to set clear instructions for group work and negotiate with the students whether they want to make groups by themselves or randomly chosen by the teacher. Lastly, give extensive activities for “disruptive students”. Keywords: student teachers, teaching practice, classroom management Abstrak: Praktik mengajar menjadi salah satu tantangan bagi mahasiswa ELT untuk mengimplementasikan teori-teori yang telah dipelajarinya. Melihat tantangan tersebut, mahasiswa ELT Universitas Negeri Malang sebagai calon guru mungkin juga mengalami kesulitan dalam mengelola ruang kelas. Oleh karena itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa ELT tentang pengelolaan kelas selama praktik mengajar, fokus pada kesulitan dan solusi. Penelitian ini menggunakan metode kuantitatif, survei deskriptif. Instrumen yang digunakan untuk mengumpulkan data adalah angket dan wawancara. Hasil penelitian ini menunjukkan bahwa mahasiswa KPL Pendidikan Bahasa Inggris Universitas Negeri Malang tahun ajaran 2016 mengalami banyak kesulitan dalam menetapkan tata tertib dan prosedur di dalam kelas selama praktik mengajar, terutama saat kerja kelompok. Hasil kuesioner menunjukkan bahwa mahasiswa KPL mengalami kesulitan dalam menetapkan aturan dan tata cara kerja kelompok karena ditemukan beberapa siswa yang tidak patuh (83,4%), kesulitan dalam menangani siswa yang tidak mau bekerja dengan temannya ( 67,9%), kesulitan dalam mengakhiri kegiatan belajar mengajar yang melatih kedisiplinan (66,7%), kesulitan dalam menarik minat belajar siswa pada awal pembelajaran (57,1%), dan kesulitan menangani siswa yang mengganggu temannya saat mereka telah menyelesaikan tugasnya (51,2%). Bagi mahasiswa KPL Pendidikan Bahasa Inggris yang akan praktik mengajar, sangat penting untuk memahami dan memperdalam ilmu pengelolaan kelas. Selain itu, mahasiswa KPL perlu memberikan instruksi yang jelas saat kerja kelompok dan bernegosiasi dengan siswa apakah mereka ingin membuat kelompok sendiri atau dipilih secara acak oleh guru. Untuk “siswa yang mengganggu”, mahasiswa KPL dapat memberikan tugas tambahan. Kata kunci: guru siswa, praktik mengajar, manajemen kelas

scholarly journals Development of Social and Intercultural Competence in Students through Peer Assessment

2021 ◽  
Vol 16 (3) ◽  
pp. 213-229
Author(s):  
Ekaterina Tomova ◽  
Keyword(s):  
Student Teachers ◽  
Intercultural Competence ◽  
Scientific Literature ◽  
Peer Assessment ◽  
Educational Opportunities ◽  
Constructive Feedback ◽  
Subsequent Discussion ◽  
Constructive Criticism ◽  
Development Of Competencies ◽  
Education Of Students

This article presents the results from research into the development of social and intercultural competence in student teachers through peer assessment. The purpose of the study is to identify and describe the degree to which peer assessment can influence the development of competencies. Also, to formulate recommendations for the integration of peer assessment in the education of students towards the development of social and intercultural competence. The theoretical analysis is based on a review of the scientific literature on social and intercultural competence and peer assessment, and it is followed by a quantitative and qualitative analysis. Twenty-five students, training to be teachers at Sofia University "St. Kliment Ohridski", Faculty of pedagogy, participated in the study. Each of them wrote an essay on intercultural competence and each of the students reviewed three of their colleagues' essays. The research confirms that providing feedback helps the development of social and intercultural competence in two directions: students form skills for providing constructive feedback and criticism; and they develop their abilities for accepting feedback, reflecting on their strengths and weaknesses, which leads to striving for self-improvement. Another conclusion, based on the analysis is, that by providing detailed instructions prior to peer assessment, by organizing a subsequent discussion and reflection, students would improve their skills in providing feedback, constructive criticism, considering the ideas of others with respect, understanding different perspectives. Hence, the study confirms that peer assessment provides educational opportunities for the development of social and intercultural competence.

scholarly journals FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM

2015 ◽  
Vol 64 (1) ◽  
pp. 66-74
Author(s):  
Oleg Popov ◽  
Erik Sturesson
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
School System ◽  
Intercultural Competence ◽  
Social Inclusion ◽  
Education Programme ◽  
Immigrant Children ◽  
Refugee Children ◽  
Systemic Problems ◽  
Swedish School

The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. Key words: intercultural education, refugees, minors, teacher education.

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