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Full-Text Articles in Education
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
Australian Journal of Teacher Education
Academic visitor programs aim to enhance university teachers’ teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important …
Drama, Education, Artistry: Australian Practitioners Fostering Connections Across Cultures And Disciplines In China, Jessica-Anne Wellman
Drama, Education, Artistry: Australian Practitioners Fostering Connections Across Cultures And Disciplines In China, Jessica-Anne Wellman
Theses: Doctorates and Masters
This study examines the experience of Australian drama educators working as professional development facilitators in China between 2017-2019. Limited literature exists that highlights the perspectives of professional development facilitators in this field. This thesis highlights the impact of engaging in this role on the practice of drama educators. Using an autoethnographic approach, data were collected from five individuals through semi-structured interviews. Interpretative Phenomenological Analysis (Smith, 2004) highlighted that the participants' experiences acted as critical moments that led to positive personal and professional outcomes. Three key supporting factors for positive outcomes were identified: 1) critically reflective practice; 2) knowledge and experience …