The new alliance pedagogy and student experience in intercultural professional learning
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The New Alliance: Pedagogy and Student Experience in Intercultural Professional Learning. Hazel Crichton Brian Templeton. Background to study The two courses (FLE/PGDE) Findings Outcomes Discussion. Aims of Research. Effective Practice in Host university

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The new alliance pedagogy and student experience in intercultural professional learning

The New Alliance: Pedagogy and Student Experience in Intercultural Professional Learning

Hazel Crichton

Brian Templeton


  • Background to study Intercultural Professional Learning

  • The two courses (FLE/PGDE)

  • Findings

  • Outcomes

  • Discussion


Aims of research
Aims of Research Intercultural Professional Learning

  • Effective Practice in Host university

  • Comparison of perceptions of theory-led and practice-led pedagogies


Background masters fle year 1
Background- Masters FLE Intercultural Professional Learningyear 1

  • Acquisition of French as a foreign language;

  • Linguistics;

  • French and francophone culture and literature;

  • Phonetics;

  • Pedagogy


Masters fle year 2
Masters FLE Intercultural Professional Learningyear 2

  • PGDE/teaching pathway

  • Business pathway

  • Academic research pathway


PGDE Intercultural Professional Learning

  • 36 weeks

  • 18 in Faculty

  • 18 on placement in schools

  • 3 components: Understanding learning and teaching; evaluating learning and teaching; subject methodology

  • Teaching and learning organised in seminars and collaborative groupings


The student cohort
The Student Cohort Intercultural Professional Learning

  • 4 women, 1 man

  • All with degrees in French literature and language

  • All had previously lived and worked abroad

  • All wanted to teach


Semi structured interviews
Semi-structured interviews Intercultural Professional Learning

  • 5 weeks into the first term (Faculty only)

  • At end of the course (Faculty + school placements)


Initial findings from first interviews
Initial Findings from first interviews Intercultural Professional Learning

  • ‘I think university in France is designed to make you a researcher. It’s a very theoretical approach.’ (Student 5)

  • ‘I cannot find any similarities actually … in France most of the time, I won’t say we’re passive, but it’s not the same way of teaching so we’re more into taking notes and listening for hours…’ (Student 4)


Collaborative learning
Collaborative Learning Intercultural Professional Learning

  • ‘I did the training for the CAPES, but it’s not the same; it’s more about academic excellence in the theory, rather than if you have a good personality for a teacher’ (Student 5)

  • ‘Here you are asked to work in groups. I like it because you can learn from others. It’s not just the teachers; it’s also about us.’ (Student 3)


Findings from second interviews
Findings from second interviews Intercultural Professional Learning

  • ‘The good thing is that it’s really complementary with what we’ve done (Student 4)

  • ‘… when you are in the university you have the whole time for the reading and theory and in school you put it into practice and reflect on why you’re doing it.’ (Student 3)


Reflection
Reflection Intercultural Professional Learning

  • ‘The way of reflect as well, the way of learning by writing a journal; in the beginning it was quite tough … but now it’s like a companion, it’s something really useful.’ (Student 1)

  • ‘[Reflection]’s not something we do quite naturally … At the beginning it was hard, working and always reflecting, but very useful.’ (Student 4)


Collegiality
Collegiality Intercultural Professional Learning

  • ‘…it’s better for teachers to have opportunity to share their way of teaching and their feelings. I think that collegiality doesn’t exist in France.’ (Student 2)

  • ‘I like that you work in a team with your department, because in France you’re really on your own … you don’t share resources.’(Student 1)


Action points regarding pgde course
Action points regarding PGDE course Intercultural Professional Learning

  • Greater input on Scottish education system, more closely focussed on CfE

  • Use of ‘buddies’ (pairing FLE student with Scottish student)


Areas for further investigation
Areas for further investigation Intercultural Professional Learning

  • Follow-up interviews at end of probation year

  • New round of interviews with present cohort

  • Three way ‘buddy’ system for mutual support with FLE student, UK national and ex-FLA assistant

  • Further investigation into research led and research active programmes


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