Intercultural Reflection on Teaching: Guidelines and Experiences Supporting the Professional Development of Higher Education Teachers

Fiona Dalziel, Alessio Surian, Fulvio Biddau, and Anna Serbati (University of Padua, Italy)

This presentation focuses on training higher education (HE) teachers in using the innovative methods for reflection on teaching developed by the Erasmus+ IntRef project (Intercultural Reflection on Teaching) to promote the enhancement and internationalization of teaching. The methods are based on collaborative reflection, dialogue and feedback facilitated through digital technologies (e.g. video-recordings, video conferencing). We hope to address academics who are interested in engaging in international professional development activities and offer some step-by-step guidance for implementing these activities at their home institutions, as well as suggesting practical resources to support their implementation and networking opportunities.

00:18:11 For more information about the project, see
00:27:33 pvochh: what a problem is, is also tied to culture and context.
00:32:34 Denise Wood: I’d love the links ot look at the videos –
00:33:08 intercultural Reflecting Team: intercultural Teaching Process Recall: intercultural Peer Observation:
00:33:32 Prue Gonzalez: Thanks Fulvio – these videos look great!
00:35:35 thanks for your input @pvochh, we totally agree with you. This is exactly what we are exploring and what we would like to explore more in-depth and in a “more transnational and intercultural perspective. So far, we dealt more with higher education teachers in EU
00:36:01 Denise Wood: thank you Fulvio –
00:38:23 pvochh: do peers need to have some familiarity with the observed peer culture to be paired?
00:41:59 we should be clear and agree on what we mean with “culture”. Think it can be one of the most difficult concept to agree on. In teaching, are involved many cultures. Think about institutional, disciplinary, national, departmental culture, to mention a few.
00:42:49 if you mean national or institutional culture, actually no. Teachers are not supposed to
00:44:10 of course, we know that observe teaching to reflect and provide feedback involves attaching meaning to the observed educational situation. So, Teachers are supposed to provide enough background information about their teaching before engagé with peers
00:45:02 Denise Wood: it allows us to see how we are alike, which can be affirming for teaching as well as to consider ways to resolve the teaching dilemmas we face
00:46:02 in this regard, however, we thought a lot about the principles for matching Teachers together (but this is something Fiona will mention later on)
00:47:31 Intercultural Reflecting Team Intercultural Teaching Process Recall Intercultural Peer Observation
00:50:00 Thanks @Denise Wood. This is exactly the principle underpinning the potential of intercultural reflection, questioning and challenging what’s normally taken for granted, not questioned or a matter of habits
00:52:22 Denise Wood: are you finding that the two processes that involve video capture and self viewing have a greater impact than the reflecting team strategy?
00:53:58 Great question, @Denise. We are going to touch this point in a few seconds
00:54:09 pvochh: totally agree with you pairing is v complex – many mentoring efforts failed because of these kinds of lack of critical alignment
00:54:42 anyway, yes, video-based reflection and feedback brings deeper levels of “critical reflection” and feedback
00:56:15 Denise Wood: Yes- it has great value to be able to watch oneself teaching as well as having someone else watch and comment
01:13:42 pvochh: thanks very much – very interesting project. I need to run to a mtg. I will catch up through recordings or during other sessions.
01:15:00 Prue Gonzalez: Thank you for coming along, Huang Hoon. We’ll see you again soon.

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