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This chapter focuses on a collaborative online international faculty development (COIFD) programme that involves higher education institutions in six countries and is run over seven months. The programme aims to enhance the pedagogical, linguistic and cultural competencies of university teachers in EMI settings. The growing phenomenon of EMI in higher education has created an urgent need for quality professional development. A review of academic learning opportunities for EMI instructors worldwide revealed few examples of training that offers integrated pedagogic and linguistic support (Dang et al., Teaching in Higher Education 28:840–858, 2021), while research on how integrated training can be carried out online is scarce (Teräs, Professional Development in Education 42:258–275, 2016). This study focuses on the role of reflective learning in the programme. The training draws on several reflective tools, including dialogic reflection, group discussion through a forum and written assignments. The study focuses on course participants’ final written assignments in order to investigate the reflective learning processes that teachers engage in. It uses qualitative content analysis to examine reflective processes, with reference to Farrell’s (Promoting teacher reflection in second language education: A framework for TESOL professionals, Routledge, 2015, International Journal of Bilingual Education and Bilingualism 23:277–286, 2020) framework for holistic reflective practice in EMI and Mezirow’s transformative learning theory (Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning, Jossey-Bass, 1990, Transformative dimensions of adult learning, Jossey-Bass, 1991). Results reveal that participants engage in critical analysis of their teaching behaviour and beliefs and re-examine their approach to teaching practice in EMI contexts. Overall, the findings suggest that collaborative online international faculty development (COIFD), which can involve multiple institutions and disciplinary perspectives at the same time, offers an effective solution for EMI training that is potentially transformative for its participants.

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Collaborative Online International Faculty Development for English-medium Instruction: The Role of Reflective Learning

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  • 发表日期：

    2025年

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  • Olivia Mair

摘要

This chapter focuses on a collaborative online international faculty development (COIFD) programme that involves higher education institutions in six countries and is run over seven months. The programme aims to enhance the pedagogical, linguistic and cultural competencies of university teachers in EMI settings. The growing phenomenon of EMI in higher education has created an urgent need for quality professional development. A review of academic learning opportunities for EMI instructors worldwide revealed few examples of training that offers integrated pedagogic and linguistic support (Dang et al., Teaching in Higher Education 28:840–858, 2021), while research on how integrated training can be carried out online is scarce (Teräs, Professional Development in Education 42:258–275, 2016). This study focuses on the role of reflective learning in the programme. The training draws on several reflective tools, including dialogic reflection, group discussion through a forum and written assignments. The study focuses on course participants’ final written assignments in order to investigate the reflective learning processes that teachers engage in. It uses qualitative content analysis to examine reflective processes, with reference to Farrell’s (Promoting teacher reflection in second language education: A framework for TESOL professionals, Routledge, 2015, International Journal of Bilingual Education and Bilingualism 23:277–286, 2020) framework for holistic reflective practice in EMI and Mezirow’s transformative learning theory (Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning, Jossey-Bass, 1990, Transformative dimensions of adult learning, Jossey-Bass, 1991). Results reveal that participants engage in critical analysis of their teaching behaviour and beliefs and re-examine their approach to teaching practice in EMI contexts. Overall, the findings suggest that collaborative online international faculty development (COIFD), which can involve multiple institutions and disciplinary perspectives at the same time, offers an effective solution for EMI training that is potentially transformative for its participants.