Intercultural Reflection on Teaching Erasmus Project

Project Title

Intercultural Reflection on Teaching

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Intercultural/intergenerational education and (lifelong)learning; Pedagogy and didactics

Project Summary

The quality and professionalisation of teaching in higher education is of increasing concern, while academic development provision varies considerably between countries, institutions, disciplines and departments. The importance of reflection for the enhancement of teaching is well documented. This project provided academics with transnational professional development opportunities and academic developers/managers with innovative intercultural methods they could use to enhance approaches to reflection. This was done by developing practical resources, tools and networks. By doing so, the project aimed to make a contribution to the internationalisation of academic development which has a tendency to focus on national and institutional concerns, while academics have to be increasingly mobile. Its innovation lies in the intercultural and transnational dimension.

Objectives:
1. To enhance and internationalise academic development by implementing and evaluating a range of innovative methods for reflecting on teaching which incorporate an intercultural dimension
2. To enhance teaching quality in higher education by supporting academics to transfer insights gained from the reflective activities to develop their teaching practice
3. To develop international collaborative networks by linking academics and academic developers across national, institutional, departmental and disciplinary boundaries

Based on Erasmus mobility and a successful pilot, the project built on the team’s expertise in reflective methods which it developed further by incorporating an intercultural dimension. Academics were involved in transnational virtual meetings during which they reflected on teaching, facilitated by video-conferencing, film and other digital tools. The intercultural element intended to compel them to make explicit what they normally take for granted, consider alternative perspectives and gain insight into approaches and practices used in different national, institutional, departmental and disciplinary cultures.

The following methods were developed:
INTERCULTURAL REFLECTING TEAM applies models of collegial co-supervision. Academics provide problems encountered during teaching which are discussed by a transnational group facilitated by video-conferencing. The ‘provider’ of the situation learns from observing others discussing their problem.
INTERCULTURAL TEACHING PROCESS RECALL is based on principles of action learning and self-assessment. Academics film and review their own teaching and share an excerpt during a mutually supportive transnational meeting facilitated by video-conferencing. The ‘recaller’ takes ownership of the discussion, during which the other participants help them to reflect rather than making judgments.
INTERCULTURAL PEER OBSERVATION takes its lead from classroom observation practices. Academics film their own teaching and form transnational pairs in which recordings are shared and disused in a one-to-one synchronous virtual chat.

These methods were embedded in local contexts. Initially they were trialled between the partners, with each taking responsibility for one method, implemented bi-nationally first, then tri-nationally, resulting in a technological toolkit and a walk-through guide/manual. These were used at national events during which academic developers/managers were trained in using the methods and helped to establish transnational partnerships. The project team guided and supported others to implement the methods, whilst continuing to use them with each other as well as additional external collaborators. Case studies investigated implementation of the methods; teaching practices and problems discussed during the reflective activities were captured in a learning resource which offers a snapshot of university teaching from around the world. The project culminated in an international event to disseminate all outputs and establish a sustainable ‘Intercultural Community of Reflective Practice’. This built on existing partnerships and interest, created new links and contributed to the project’s sustainability. Future intercultural Reflecting Team events will be held beyond the duration of the project.

Four types of INTELLECTUAL OUTPUTS were produced:
O1: A Technological Toolkit
This provides advice, by method, on where exactly technologies feature in the three methods and how to make best use of them.
O2: A Walk-through Guide and Manual
This offers step-by-step guidance for how to implement each method, with accompanying materials that can be distributed to participants.
O3: Six Case Studies focusing on different aspects of the implementation of the three methods:
1. Using videos to promote reflective practice
2. Supporting and facilitating collaborative reflection: exploring the multiple roles of the facilitator
3. Problems experienced by higher education teachers: an analysis of cases submitted for the Intercultural Reflecting Team
4. Designing and managing a developmental and emancipatory culture of peer observation of teaching
5. Ethical and Legal challenges when implementing intercultural reflection on teaching
6. The role of English as a language in teaching and as a language for reflection
O4: A Learning Resource
This is based on an analysis of the teaching practices and problems discussed during the reflective activities, presenting them thematically with accompanying reading and an invitation to contribute additional examples and resources.

Target groups were academic developers/managers responsible for teaching enhancement and academics from any discipline. Locally, nationally and internationally 267 academics participated in intercultural reflective activities. These included academic developers/managers who have been enabled to use the methods in their own institutions, thus increasing the number of academics who have already benefitted or will benefit from the project in the future. Four Associated Partners have been actively involved, including one that supports Syrian academics in exile.

The project has enhanced participating academics’ intercultural competence, self efficacy and teaching skills. Academic developers/managers have expanded their methodological repertoire and access to transnational partnerships. Overall the project has impact on teaching quality and the internationalisation of approaches to academic development.

Main project activities and Intellectual Outputs can be accessed via the project website: https://intref.webspace.durham.ac.uk/

Project Website

http://intref.webspace.durham.ac.uk/

EU Grant (Eur)

Funding of the project from EU: 405085 Eur

Project Coordinator

UNIVERSITY OF DURHAM & Country: UK

Project Partners

• JOHANN WOLFGANG GOETHE-UNIVERSITATFRANKFURT AM MAIN
• UNIVERSITA DEGLI STUDI DI PADOVA