International students’ connectedness in Australian vocational and training colleges: Insights from Teachers.

Tran, LT; Pham, LT

International students’ connectedness in Australian vocational and training colleges: Insights from Teachers.

Tran, LT Pham, LT

Permalink

Publisher:: Springer
Publication Type:: Chapter
Citation:: International Student Connectedness and Identity Transnational Perspectives, 2017, 6, pp. 41-60
Issue Date:: 2017-11-23

Recently Added

	Filename	Description	Size
	Ly and Lien_International student connectedness with local teachers and peers Insights from teachers.pdf	Accepted version	209.29 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is new to OPUS and is not currently available.

Full metadata record

Field	Value	Language
dc.contributor.author	Tran, LT
dc.contributor.author	Pham, LT
dc.date.accessioned	2022-11-15T02:19:34Z
dc.date.available	2022-11-15T02:19:34Z
dc.date.issued	2017-11-23
dc.identifier.citation	International Student Connectedness and Identity Transnational Perspectives, 2017, 6, pp. 41-60
dc.identifier.isbn	9811026017
dc.identifier.isbn	9789811026010
dc.identifier.uri	http://hdl.handle.net/10453/163473
dc.description.abstract	The mobility processes associated with the dynamic formations of locality shape and reshape international students’ connectedness with teachers, peers, families, institutions and the broader community. This chapter considers the academic and social connectedness of international students in vocational education and training (VET) from teachers’ perspectives. This research includes 155 interviews with international students and staff as well as fieldwork in Australian dual-sector universities and VET colleges. The chapter draws on Vertovec’s idea of transnationalism and Hall’s notion of identity to examine international students’ connectedness with teachers and peers in international VET classrooms. The findings of the research point to the ways VET teachers view their relationships with international students and the connectedness among all students through a functional lens. Placing the functional goals of developing students’ vocational and cultural skills and hands-on experiences at the centre of their pedagogy, these teachers engage in practices to foster the interaction of international and domestic students inside and outside the classroom. The research found that meaningful connectedness in international VET spaces moves beyond the mere condition for interaction between domestic and international peers to the real opportunities for international students to share, negotiate and contribute to building practical hands-on skills, vocational knowledge and cultural experiences on a more equal basis. This process enhances not only vocational capabilities but also mutual learning for all.
dc.format.extent	16
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	International Student Connectedness and Identity Transnational Perspectives
dc.relation.isbasedon	10.1007/978-981-10-2601-0_3
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	International students’ connectedness in Australian vocational and training colleges: Insights from Teachers.
dc.type	Chapter
utslib.citation.volume	6
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	recently_added	*
pubs.consider-herdc	false
dc.date.updated	2022-11-15T02:19:33Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
pubs.volume	6
dc.location	Switzerland

Abstract:

The mobility processes associated with the dynamic formations of locality shape and reshape international students’ connectedness with teachers, peers, families, institutions and the broader community. This chapter considers the academic and social connectedness of international students in vocational education and training (VET) from teachers’ perspectives. This research includes 155 interviews with international students and staff as well as fieldwork in Australian dual-sector universities and VET colleges. The chapter draws on Vertovec’s idea of transnationalism and Hall’s notion of identity to examine international students’ connectedness with teachers and peers in international VET classrooms. The findings of the research point to the ways VET teachers view their relationships with international students and the connectedness among all students through a functional lens. Placing the functional goals of developing students’ vocational and cultural skills and hands-on experiences at the centre of their pedagogy, these teachers engage in practices to foster the interaction of international and domestic students inside and outside the classroom. The research found that meaningful connectedness in international VET spaces moves beyond the mere condition for interaction between domestic and international peers to the real opportunities for international students to share, negotiate and contribute to building practical hands-on skills, vocational knowledge and cultural experiences on a more equal basis. This process enhances not only vocational capabilities but also mutual learning for all.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/163473