Teacher experience of intercultural group work in higher education: A scoping review

Becky Bergman; Jan Van Maele; Helen Spencer-Oatey; Raffaella Negretti

doi:10.7577/njcie.6015

Författare

Becky Bergman Chalmers University of Technology https://orcid.org/0000-0003-3127-4816
Jan Van Maele KU Leuven https://orcid.org/0000-0002-7778-1787
Helen Spencer-Oatey University of Warwick https://orcid.org/0000-0002-7676-9495
Raffaella Negretti Chalmers University of Technology

DOI:

https://doi.org/10.7577/njcie.6015

Nyckelord:

Intercultural group work,, internationalisation, teacher experience, integration model

Abstract

One strategy to work with international goals in the classroom at universities has been intercultural group work (IGW), combining students from different cultural backgrounds, on-campus or virtually, to develop their intercultural skills and understanding. Since much of the existing IGW research has had a student perspective, this scoping review investigates the existing empirical literature on the teacher perspective. While the review reveals little research exists at present, a thematic analysis of the articles revealed a focus on virtual group work and individual course initiatives around aspects such as facets of constructive alignment, facilitating student interaction, designing the group work, and negotiating institutional settings. The themes were compared to an integration model, showing that the existing research provides some insights into the classroom level in terms of teacher facilitation of IGW, particularly virtually, but more research is needed into on-campus IGW and how individual course initiatives might address program and institutional goals.

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Referenser

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