Engineering Teachers’ Professional Learning and Role Identity Change in An Intercultural (Study-Abroad) PBL Programme

被引：0

作者：

Lyngdorf, Niels E.R. ^{[1
]}

Ruan, Youjin ^{[2
]}

Chen, Juebei ^{[1
]}

Du, Xiangyun ^{[3
]}

Kolmos, Anette ^{[1
]}

机构：

[1] Aalborg UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability, Department of Planning, Aalborg University, Rendsburggade 14, Aalborg,9000, Denmark

[2] Department of Culture and Learning, Aalborg University, Kroghstraede 3, Aalborg,9220, Denmark

[3] Aalborg UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, Rendsburggade 14, Aalborg,9000, Denmark

来源：

International Journal of Engineering Education | 2022年 / 38卷 / 04期

关键词：

In this study; we empirically explore Chinese university engineering teachers’ learning in a six-month professional learning programme in Denmark; focusing on their change of role identity. A longitudinal perspective was taken to report change processes including multiple data sources from three participants from the cohort of the 2018– 2019 programme. Supported by an institutional agreement by the China Scholarship Council and Aalborg University; a study-abroad programme was established to provide Chinese university teachers the opportunity to develop pedagogical competencies; focusing on the methodology of problem and project-based learning (PBL);

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摘要：

引用

页码：959 / 973

共 33 条

[1] Engineering Teachers' Professional Learning and Role Identity Change in An Intercultural (Study-Abroad) PBL Programme
Lyngdorf, Niels E. R.
Ruan, Youjin
Chen, Juebei
Du, Xiangyun
Kolmos, Anette
INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 2022, 38 (04) : 959 - 973
[2] Developing Student Intercultural Communication, Intercultural Sensitivity, & Professional Identity Through Online International Study Abroad
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[3] Engineering educators' professional learning for educational change in a PBL-base and cross-institutional programme in Africa: a Q-study
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[4] The role of teachers' orientation to learning in professional development and change: A national study of teachers in England
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[5] Unpacking in-service EFL teachers' professional learning in a study abroad teacher education programme: an ecological perspective
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[6] Developing intercultural understanding for study abroad: students' and teachers' perspectives on pre-departure intercultural learning
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[8] An emotional journey of identity change and transformation The impact of study-abroad experience on the lives and careers of Chinese students and returnees
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LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES, 2015, 8 (03) : 60 - 81
[9] Expansive learning in teachers' professional development: a case study of intercultural and bilingual preschools in Chile
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INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 2019, 22 (08) : 940 - 957
[10] Engineering instructors' professional agency development and identity renegotiation through engaging in pedagogical change towards PBL
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EUROPEAN JOURNAL OF ENGINEERING EDUCATION, 2021, 46 (01) : 116 - 138

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