Mobile teachers, teacher identity and international schooling

Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book.This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?

Staff and students views on industry-university collaboration in engineering

The university-learning environment in engineering is not sufficient for students to become engineers. The practical role of engineering is working on real world problems in an industry environment. Industry-university collaboration seems to be actively increasing in the development of engineering education in various parts of the globe. The close relationship between industry and university is a vital component of engineering pedagogy in Australia. This research paper is focuses on analyzing staff and students views on industry-university collaboration in engineering. The staff and students are playing vital role in industry-university collaboration. It is always worth analyzing staff and students’ views about their experience on industry-university collaboration. This research inclined to conduct a paper based survey with a cohort of students in second year undergraduate engineering course and also conduct face-to-face interview with staff members in the School of Engineering at Deakin University.

Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion

Short-term international practicum experience is now a feature of many university education programs in Australia in an attempt to engage students with the growing multi-cultural aspects of Australian life. The stated purposes of such practicum experiences generally highlight intercultural learning, which is associated with the development of intercultural sensitivity, cultural identity, global citizenship and global competence. This paper tracks and documents the early and developing attitudes and dispositions of a group of pre-service teachers (PSTs) and academic staffwho were engaged with the pilot project of a pre-service placement in Malaysian secondary schools. The behaviours associated with intercultural learning are observed in association with the students' responses to changing circumstances. The paper draws attention to lessons learnt about orientation for intercultural exchanges in the development of intercultural learning and suggests ways to enhance the development of intercultural understandings and minimize cultural difference through more targeted interventions.