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引用次数: 0
摘要
国际助教(ITA)对北美校园至关重要。虽然已有研究探讨了他们通过国际助教培训课程获得的经验,但研究却忽略了国际助教教育者的经验。一项多重案例研究考察了三位 ITA 教育者的意识形态,从两次访谈中收集了数据,其中一次是通过课堂观察记录、教学大纲、作业和反馈来激发回忆。研究发现,在实施过程中存在两套互不兼容的意识形态:一套面向本科生课堂的学习者,另一套面向必要的语言测试。就业挫折和愤世嫉俗对每位教师都产生了影响。研究结果凸显了语言教学在道德方面的复杂性。各项目必须仔细审查语言测试在国际语言教师培训和国际语言教师考试支持中的作用。这项新颖的研究关注经常被忽视的 ITA 教育工作者,将他们的意识形态与他们的身份相联系,并在方法上进行了创新。今后的工作需要阐明 ITA 教育工作者的身份和意识形态如何影响 ITA 的学习经历和学术或职业发展轨迹。
International Teaching Assistants (ITA’s) are critical to North American campuses. While studies have explored their experiences in through ITA training courses, research has overlooked the experiences of ITA educators. A multiple case study examined three ITA educators’ ideologies, gathering data from two interviews -one stimulated recall using classroom observations fieldnotes, syllabi, assignments, and feedback. Two incompatible sets of ideologies were found being implemented: one oriented learners to undergraduate classrooms, and one towards required language testing. Employment frustrations and cynicism impacted each instructor. Findings highlight the ethical complexities of language teaching. Programs must scrutinize the role of language testing within ITA training and examination support available to ITA educators. This novel study, focusing on the often-overlooked ITA educator, situated their ideologies adjacent to their identities, and using methodological innovations. Future work is needed to elucidate how ITA educators’ identities and ideologies impact ITA’s learning experience and academic or professional trajectories.
期刊介绍:
The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.