TY - JOUR
T1 - Engineering Teachers’ Professional Learning and Role Identity Change in An Intercultural (Study-Abroad) PBL Programme
AU - Lyngdorf, Niels E.R.
AU - Ruan, Youjin
AU - Chen, Juebei
AU - Du, Xiangyun
AU - Kolmos, Anette
N1 - Funding Information:
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).
Publisher Copyright:
© 2022 TEMPUS Publications.
PY - 2022
Y1 - 2022
N2 - This study follows three Chinese university instructors’ learning and role identity change in a six-month Problem-Based Learning (PBL) professional learning programme in Denmark. Data sources include individual progressive portfolios and two rounds of interviews. Data analysis using the Dynamic Systems Model of Role Identity indicates that all three participants experienced change in all four dimensions of the model: ontological and epistemological beliefs, purpose and goals, self-perceptions and definitions, and perceived action possibilities, resulting in changed teacher role identities. Furthermore, the role of the intercultural context of the programme in triggering enablers and/or constraints for learning was also studied. It was found that beliefs about cultural community and ‘‘othering’’ in some cases acted as initial triggers for learning and motivation, while, in other instances, beliefs about cultural differences could be a constraint. The results provide evidence of the effectiveness of using a PBL methodology to organise professional learning activities and facilitate teacher role identity change and explore the roles of culture and interculturality in relation to the DSMRI model.
AB - This study follows three Chinese university instructors’ learning and role identity change in a six-month Problem-Based Learning (PBL) professional learning programme in Denmark. Data sources include individual progressive portfolios and two rounds of interviews. Data analysis using the Dynamic Systems Model of Role Identity indicates that all three participants experienced change in all four dimensions of the model: ontological and epistemological beliefs, purpose and goals, self-perceptions and definitions, and perceived action possibilities, resulting in changed teacher role identities. Furthermore, the role of the intercultural context of the programme in triggering enablers and/or constraints for learning was also studied. It was found that beliefs about cultural community and ‘‘othering’’ in some cases acted as initial triggers for learning and motivation, while, in other instances, beliefs about cultural differences could be a constraint. The results provide evidence of the effectiveness of using a PBL methodology to organise professional learning activities and facilitate teacher role identity change and explore the roles of culture and interculturality in relation to the DSMRI model.
KW - Chinese engineering teachers
KW - Denmark
KW - DSMRI
KW - intercultural/study abroad
KW - PBL based pedagogical development
KW - teacher role identity
UR - http://www.scopus.com/inward/record.url?scp=85162243605&partnerID=8YFLogxK
M3 - Journal article
AN - SCOPUS:85162243605
SN - 0949-149X
VL - 38
SP - 959
EP - 973
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
IS - 4
ER -