Contribution of Education Internationalization to the Formation of Proficient Standards - Literature review Example

Teaching making a difference Name Date Introduction According to Watson (1998), the teaching and learning approaches in Australia are directly influenced by the cultural, social and economic background of teachers and learners alike. The level of education in Australia requires the implementation of predetermined teaching and learning techniques. This way the delivery of education and training of teachers will involve a contextual and dynamic module. The diverse nature of the Australian population emphasizes on the need to introduce new strategies which pay attention to interactive curriculums. This is because the cultural and social diversity among teachers and learners directly influences the learning outcomes. The decisions made by teachers and educators impact the quality of education delivered to learners, therefore assessing and monitoring the learning outcomes in the classroom will play an important role in overcoming the challenges associated with teaching and learning (Watson, 1998). In order to identify the challenges faced by both learners and teachers it is important to first identify and understand the learning environment as well as the experiences of teachers and students. This way educators and researchers are able to identify exact cultural, social and motivational factors that influence the various teaching approaches and learning capabilities. Moreover, educators, teachers and learners will be able to collaborate and come up with a wide range of teaching and learning techniques which are productive in their specific learning environments. The discussion in this essay is going to evaluate how related styles of teaching, learning, cultural elements, social and economic factors contribute to the challenges faced by both teachers and learners. It will further examine how the background of a learner has shaped their attitudes while learning and interacting in Australian classrooms. Churchill et al., (2015) argues that it is imperative for the education sector to explore and meet the growing demand of quality education. Teachers play a critical role in assessing, teaching and motivating different learners in a classroom. The gap in the socioeconomic and cultural background of each learner makes it a challenging task for teachers to relate with each learner and meet their educational needs. This makes teaching challenging and also complicates the learning environment since the teacher is required to respond to the diverse learning expectations and interests of learners. The multicultural nature of classrooms includes learners from all over the world who have varying learning styles from their background. Cultural practices, communication styles and different languages spoken by these learners make teaching and learning a difficult and demanding task. A study conducted by Böhm, et al., (2002) revealed that the demand Australian education in the global market continues to grow tremendously and is expected to increase from 1.8 million to 7.2 million by the year 2025. The increased demand for higher education in the international markets has subsequently increased the number of offshore programs offered by Australian university to up to 44% (Böhm, et al, 2002). This means that the number of international students coming to Australia for higher education increases every other year, hence requiring educators to prepare and meet the demands of their learners. The varying society values and practices among international learners influence the learning style and outcome. Each learner possesses a distinct learning curriculum as used in their home country which further impacts the learning skills the student has previously acquired and their expectations while studying in Australia. As a result, both teachers and learners struggle to meet the learning expectations of the educational setting as well as offer quality education. The different leaning styles affect the interactions in the classroom, whereby the varying education setting may create a misunderstanding among students and between teachers and their learners (Hattie, 2003). The ways in which international learners are expected to respond to the educational setting in Australia tend to make them evasive. In that most of these learners find it difficult to freely interact with their classmates, participate in class or form a learning relationship with their teachers. This kind of learning environment creates a lot of tension among learners as most of the international learners tend to feel left out or misplaced (University Planning Office, 2005). The issue of cultural complexities makes both learning and teaching a challenge in a classroom. Teachers are unable to manage their lessons as they are tasked with the duty of regulating the learning process by ensuring that each learner feels comfortable while in class and that their learning needs are met. In regulating the learning process, teachers are expected to manage their time, meet learners’ expectations and fulfill the aim of the learning process. Hence the teachers are unable to balance and manage their classrooms while trying to put emphasis on certain aspects of theory understanding and concept application (Kleinhenz & Ingvarson, 2004). According to Churchill et al., (2015) it is imperative to develop a pre-service curriculum for teachers to undergo in order to gain a full understanding of practice and concept. Having a full understanding of the complexities, issues and challenges associated with cultural and society differences will assist teachers in their careers by providing a diverse overview in teaching. According to (Cochran- Smith and Lytle, 1999), teachers and their colleagues need to develop an attitude that defines their position as the main stakeholders in the education sector. This way teachers and other educators are able to identify their position in delivering knowledge and how it is related to practice. The issues of sociolinguistic and pragmatic problems among foreign students in Australian classroom interfere with how teachers and other students perceive international learners. Grammatical and syntax problems are mostly common among international learners who use English as a second language. The ability of a foreign student to communicate in proper English or lack of influences how their teachers view their ability to succeed academically. For instance, at the university level, most lecturers pay more attention on the quality of reports submitted by their students since they are concerned with the ability of the student to effectively express themselves in writing and using English. This in turn affects the way in which the teacher perceives the quality of work submitted by the learner. If the English used in the report is not up to the standards expected, the lecturer assumes that the content discussed in the report is equally poor, which is not entirely true (Meiers & Ingvarson, 2005). The teaching career requires the professionals in the education sector to analyze their personal expertise and moderate it. This way educators are capable of develop their teaching practices, experiences and use their previous knowledge in the delivery of content to their learners. Moreover, teachers and educators are also exposed to deal with the challenges arising from cultural barriers presented during learning and overcome them (Biggs, 2003). In Australia, the government aims at internationalizing the teaching and learning experiences. It has further invested time and resources to implement various strategies that focus on developing a curriculum that will meet the learning and teaching needs of international students. The Australian government has disbursed funds to various learning institutions so as to invest in the education sector. Furthermore, the government views the internalization of education in Australia as a means of evaluating how teaching and learning is achieved as well as the significant role it plays in equipping the young Australian generation with knowledge, and skills (University Planning Office, 2005). In order to recognize the different learning needs of students, the education setting in Australia main goal is to develop and intercultural perspective for teachers and students. This way, it is able to create and nurture a transparent communication channel with students from diverse cultures. Churchill et al., (2015) affirms that it is essential to implement an education system that contributes to the development of a society through the incorporation of intercultural agreements, communication and understanding as well as recognizing the diversity in the Australian workforce. Nonetheless, language is identified as an integral part of learning and teaching. Thus, the education system has recognized this as an important element of learning experience for international students by providing a number of diverse languages at different levels of learning. According to Mercurio and Scarino (2005), Australia has introduced beginner, intermediary and advanced language courses for different learners which are further assessed in secondary level. A survey completed in the University of Melbourne, showed that international students of diverse cultures have positive views in regards to their experience while learning in Australia (University Planning Office, 2005). These students view learning in Australia as a benefit associated with the internalization of education. Furthermore, the value of opportunities for personal growth and academic achievements is of great importance. Nonetheless, most of these learners admitted to have encountered a number of challenges while being initiated to their courses (University Planning Office, 2005). According to Ryan (2005), foreign students are faced with endless challenges while trying to fit in a new Western academic environment. These challenges include and are not limited to; linguistic skills and comfortably engaging in the university’s community. Ryan, (2005) further argues that those educators are aware of the learning necessities of their students, but are not certain of the effective practices to implement in order to meet the learning needs of the students. The roles of teachers have been approached at a national level and a social, professional and ethical way. The main body for the teaching profession known as The Australian Federation of Modern Language Teachers’ Association has come up with professional standards for the proficient teaching of languages (Kohler, Harbon, McLaughlin and Liddicoat, 2006). The issue of language continues to be a challenge for teachers and educators as well. In order to be proficient and capable of teaching a foreign language, teachers out to have an extensive understanding of the ways in which a language is used. Therefore educators must have a reflective and ethical understanding of the language techniques. Teaching a foreign language requires a great length of commitment as it requires both teachers and learners to undergo training and understand how to engage and interact with different cultures and languages (Han, 2005). Australian schools also promote excellence and equity through ensuring that schools promote cultural diversity. This has contributed to the formation of bodies that encourage local cultural understanding and experience of Indigenous students as a foundation for learning. Local and international students are further encouraged to take part in activities that involve local communities. As a result, Aboriginal students benefit from these programs as they interact on social and schooling processes which further enhance their expectations and learning outcomes. However, due to the cultural complexities and varying societies, educators have been forced to deal with the issues of racism and discrimination that indigenous children and young people face at school. A significant number of students encounter racism in various ways including; stereotypes, violence, harmful assumptions, paternalism, prejudice, low expectations and a lot of biased curriculum materials (Hickling-Hudson & Ahlquist, 2003). Although some educators tend to find some actions not racist, most of the behaviors come about through omission or incorrect assumptions. For instance; unintended discrimination may occur when teachers treat all their students the ‘same’ in an honest, if injudicious, attempt to be ’fair’ or equitable. Biggs (2003), argues that majority of the Australian population has become comfortable with the widespread negative perceptions and other interconnected negative stereotypes experienced by indigenous people. Additionally, different societies and diverse cultures also play a significant role in the contemporary understanding of education by learning that it’s equally continuous and lifelong especially since it takes place at home, school and in the community. It’s important for parents to seize every opportunity in their child’s life as they are the first educators in their lives. They assist in their child’s education by introducing them to curriculum related information, experience, skills, knowledge and also through the understandings they have of their children and their aspirations for them. The proficient stance that has been implemented by Teachers to their role and work will allow the parents to be recognized and other community members as key contributors to learning, hence ensuring that parents have access to important information on the current curriculum implemented. Conclusion Internationalization of education has contributed to the formation of proficient standards which are being used by educators in Australia to clearly outline what is expected of teachers. These prospects outline what teachers ought to know, understand and be able to carry with them at the beginning of their profession, and throughout their professional careers. It is however important to note that further research is required to explain the relationships between differing standards frameworks, quality teaching, assessment of quality teachers, enhanced student outcomes and the enhancement of the profession. However, it is important that teachers do not make comparisons among their students or to themselves because they are different. Teachers and learners ought to develop a strategy that enables them to take control of the roles in quality education. Learning institutions in Australia ought to have introductory lessons that are mandatory for international students. This way, foreign students will have a scope of what is expected of them by the national education curriculum in Australia. This approach will provide a learning support mechanism which prepares learners for their course work. References Biggs, J. (2003). Teaching for Quality Learning at University. Berkshire: Open University Press. Böhm, Davis, Meares & Pearce (2002). Global Student Mobility 2025 - Forecasts of the Global Demand for International Higher Education. IDP Education Australia. Presented at the 16th Australian International Education Conference, Hobart, October 2002 Churchill. R, Godinho, S. Johnson, N. et. al., (2015). Teaching Making a Difference. John Wiley and Sons. Cochran-Smith, M & Lytle, S. (1999). Relationships of knowledge and practice teacher learning in communities. Review of Research in Education 24, 249-306 Han, J. (2005), ‘World English Speaking’ student-teachers’ entry into the education profession: The practicum as a stimulus to metamorphosis. (A paper presented at the International Education Research Conference of the Australian Association for Research in Education, The University of Western Sydney, 27 Nov. – 1 Dec). (Accessed 29 March, 2017), http://www.aare.edu.au/05papr/han05677.pdf Hattie, J. (2003). Teachers make a difference. What is the research evidence? (Proceedings of the Australian Council for Educational Research (ACER) Research Conference 7-8). Hickling-hudson, A. & Ahlquist, R. (2003). Contesting the curriculum in the schooling of indigenous children of Australia and the United States: From eurocentrism to culturally powerful pedagogies comparative education review Kleinhenz, E., & Ingvarson, L. (2004). Teacher accountability in Australia: Current policies and practices and their relation to the improvement of teaching and learning. Research Papers in Education, 19 (1), 31-49. Koehler, M. Harbon, L., Fischmann,V.,McLaughlin, M. $ liddicoat, A. (2006) Quality teaching views from the progression in Babel Meiers, M., & Ingvarson, L. (2005). Investigating the links between teacher professional development and student learning outcomes. Canberra: Australian Government Department of Education, Science and Training. Retrieved from: Ryan, J. (2005). Improving teaching and learning practices for international students: implications for curriculum, pedagogy and assessment. In J. Carroll & J. Ryan (Eds.), Teaching International Students: Improving Learning for All. New York: Routledge. Mercurio, A., & Scarino, A. (2005). Heritage languages at upper secondary level in South Australia: A struggle for legitimacy. International Journal of Bilingual Education and Bilingualism, 8(2-3), 145-159. University Planning Office. (2005). Survey of final year international students on their experience of the University of Melbourne. Melbourne: University of Melbourne. Retrieved from: Watson, D.I. 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