A Case Study of Pedagogical Responses to Internationalisation at a Faith-Based Secondary School in Australia

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress.abstract<p>This case study investigates the pedagogical responses of a faith-based Australian secondary school to internationalisation. Using a social constructivist theoretical framework that recognises teaching as a means of enhancing and scaffolding student participation and learning, the study examines teaching and learning for culturally and linguistically diverse students. In particular, the research investigates the views of teachers about the resources needed to meet the linguistic, academic and social needs of the diverse student group emerging as a response to internationalisation. Data generated through questionnaires, focus groups and individual interviews, and document archives were analysed and interpreted using thematic analysis and social constructivist principles. The study found teachers considered themselves ill-equipped to teach international students. The teachers believed they lacked the pedagogical, cultural and linguistic knowledge to help students acculturate and learn. The recommendations of this study relate to ways the school can address the teachers’ needs within its particular context and values.</p>
avondale-bepress.articleid1019
avondale-bepress.authorsSherry J Hattingh
avondale-bepress.context-key4603374
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/theses_non_Avondale/20
avondale-bepress.document-typethesis
avondale-bepress.field.advisor1Margaret Kettle
avondale-bepress.field.advisor2Joanne Brownlee
avondale-bepress.field.avon_awardinginstQueensland University of Technology
avondale-bepress.field.comments<p>Doctor of Education (DEd) Thesis. Centre for Learning Innovation, Faculty of Education, Queensland University of Technology.</p> <p>Staff and students of Avondale College may access a print copy of this thesis from Avondale College Library (373.180994 H28)</p>
avondale-bepress.field.custom_citation<p>Hattingh, S. J. (2013).<em> A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia </em>(Doctoral thesis, Queensland University of Technology, Brisbane, Australia). Retrieved from https://eprints.qut.edu.au/62443/.</p>
avondale-bepress.field.degree_nameDoctor of Education
avondale-bepress.field.departmentEducation
avondale-bepress.field.embargo_date2013-01-01T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.publication_date2013-01-01T00:00:00Z
avondale-bepress.field.schoolsEducation
avondale-bepress.field.source_fulltext_urlhttp://eprints.qut.edu.au/62443/
avondale-bepress.field.staff_classificationContract
avondale-bepress.keywordsinternationalisation
avondale-bepress.keywordsculture
avondale-bepress.keywordsESL
avondale-bepress.keywordspedagogy
avondale-bepress.keywordsacademic acculturation
avondale-bepress.label20
avondale-bepress.publication-date2013-01-01T00:00:00Z
avondale-bepress.publication-titleTheses Non-Avondale
avondale-bepress.statepublished
avondale-bepress.submission-date2013-09-19T17:17:14Z
avondale-bepress.submission-paththeses_non_Avondale/20
avondale-bepress.titleA Case Study of Pedagogical Responses to Internationalisation at a Faith-Based Secondary School in Australia
avondale-bepress.typearticle
dc.contributor.authorHattingh, Sherry J.
dc.date.accessioned2023-11-01T00:37:13Z
dc.date.available2023-11-01T00:37:13Z
dc.date.issued2013-01-01
dc.date.submitted2013-09-19T17:17:14Z
dc.description.abstract<p>This case study investigates the pedagogical responses of a faith-based Australian secondary school to internationalisation. Using a social constructivist theoretical framework that recognises teaching as a means of enhancing and scaffolding student participation and learning, the study examines teaching and learning for culturally and linguistically diverse students. In particular, the research investigates the views of teachers about the resources needed to meet the linguistic, academic and social needs of the diverse student group emerging as a response to internationalisation. Data generated through questionnaires, focus groups and individual interviews, and document archives were analysed and interpreted using thematic analysis and social constructivist principles. The study found teachers considered themselves ill-equipped to teach international students. The teachers believed they lacked the pedagogical, cultural and linguistic knowledge to help students acculturate and learn. The recommendations of this study relate to ways the school can address the teachers’ needs within its particular context and values.</p>
dc.identifier.citation<p>Hattingh, S. J. (2013).<em> A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia </em>(Doctoral thesis, Queensland University of Technology, Brisbane, Australia). Retrieved from https://eprints.qut.edu.au/62443/.</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/04603374
dc.language.isoen_us
dc.rights<p>Doctor of Education (DEd) Thesis. Centre for Learning Innovation, Faculty of Education, Queensland University of Technology.</p> <p>Staff and students of Avondale College may access a print copy of this thesis from Avondale College Library (373.180994 H28)</p>
dc.subjectinternationalisation
dc.subjectculture
dc.subjectESL
dc.subjectpedagogy
dc.subjectacademic acculturation
dc.titleA Case Study of Pedagogical Responses to Internationalisation at a Faith-Based Secondary School in Australia
dc.typeThesis
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