The Integration of International Early Career Professors into the Canadian Teaching Culture: A Case Study of the Characteristics of Transformation in Teaching
Date
2018-04-09
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Abstract
The purpose of this study was to explore how international early career professors integrate into the teaching culture at a western Canadian university. The research used a qualitative case study design. Data were collected using seven methods: an online survey, one common interview, classroom observations followed by debrief interviews, document analysis, an inventory, an interview with the associate dean of teaching and learning of the respective faculty, and an interview with educational developers at the western Canadian university. The findings captured the characteristics of transformative learning of teaching demonstrated and reported by international early career professors. Further, the outcome of the research contributed to the creation of three frameworks that pertain to the format of the support needed for international early career professors, the content of the support and the steps needed at the multiple levels of a higher education institution.
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Keywords
international professors, early career professors, transformation in teaching, Educational Development, transformation learning
Citation
Elkhoury, E. (2018). The Integration of International Early Career Professors into the Canadian Teaching Culture: A Case Study of the Characteristics of Transformation in Teaching (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31779