Exploring Fulbright Foreign Language Teaching Assistants’ pedagogical growth in United States universities
Journal for Transdisciplinary Research in Southern Africa
| Field | Value | |
| Title | Exploring Fulbright Foreign Language Teaching Assistants’ pedagogical growth in United States universities | |
| Creator | Mpofu, Nhlanhla | |
| Description | This research addresses the scarcity of studies examining how participants in higher education exchange programmes, specifically the Fulbright Foreign Language Teaching Assistant (FLTA) programme, use situated learning experiences to develop professional knowledge. To fill this gap, the study examined how FLTAs construct and reconstruct teaching knowledge during their fellowship. Grounded in situated learning theory and experiential learning, the phenomenological design aligns with interpretive and qualitative traditions. The 2017–2018 cohort, comprising six FLTAs, participated in focused group discussions. Data analysis, utilising grounded theory approach, revealed that FLTAs constructed knowledge through structured programmes and personal-social experiences, employing introspective, retrospective, and prospective reflection practices. Additionally, participants emphasised the impact of accommodating and adapting beliefs, values, and dilemmas in challenging assumptions about higher education teaching and learning. This study contributes to a novel understanding of how planned activities and authentic experiences form the basis for professional knowledge construction across continents.Transdisciplinary contribution: The transdisciplinary nature of this study allows for a holistic exploration of the process of teaching knowledge construction. By integrating insights from teacher knowledge construction, cognitive psychology, higher education teaching, inter-cultural practices and continuous professional development, this research provides a comprehensive understanding of how Fulbright FLTAs construct their professional knowledge during their fellowship. The study highlights the complexity of knowledge development, considering the cognitive processes involved, and addresses the context of higher education teaching and inter-cultural experiences. By emphasising the importance of continuous learning and growth, this research contributes to the field of teachers’ knowledge development. | |
| Publisher | AOSIS | |
| Date | 2024-03-18 | |
| Identifier | 10.4102/td.v20i1.1392 | |
| Source | The Journal for Transdisciplinary Research in Southern Africa; Vol 20, No 1 (2024); 9 pages 2415-2005 1817-4434 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://td-sa.net/index.php/td/article/view/1392/2424
https://td-sa.net/index.php/td/article/view/1392/2425
https://td-sa.net/index.php/td/article/view/1392/2426
https://td-sa.net/index.php/td/article/view/1392/2427
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