ABSTRACT

Transnational education has experienced a phenomenal growth over the past decade. As a dynamic but complex phenomenon, transnational education involves the delivery of curriculum and educational practices developed in one country to students in other countries. Therefore, transnational education is associated with not only benefits but also challenges and tensions of navigating cross-border contexts, characterised by different educational, socio-cultural, historical and economic values and practices. As teachers are key actors in transnational education, their professional development is crucial to the delivery and quality of transnational education. This article focuses on the professional development needs and practices of teachers involved in Australian transnational programmes. It is based on a data subset with 18 teachers involved in transnational education within a broader research project that includes semi-structured interviews with 215 teachers and professional staff in tertiary education institutions in Australia, and researcher participation in and observations of their professional learning activities. The research underscores the importance of responding to teachers’ professional development needs in relation to building offshore students’ localised capabilities and employability. The study also highlights the need to equip offshore teachers with not only the academic and cultural dimensions of offshore teaching but also the development of resilience in terms of emotional wellbeing to assist them in navigating transnational experiences.

摘要

在过去的十年中，跨国教育经历了惊人的增长。作为一种动态但复杂的现象，跨国教育涉及将一个国家开发的课程和教育实践提供给其他国家的学生。因此，跨国教育不仅与利益相关，而且与跨界环境相关的挑战和紧张局势相关，其特点是不同的教育、社会文化、历史和经济价值和实践。由于教师是跨国教育的关键参与者，他们的专业发展对跨国教育的交付和质量至关重要。本文重点关注参与澳大利亚跨国项目的教师的专业发展需求和实践。它基于一个数据子集，该数据集包含 18 名教师在更广泛的研究项目中参与跨国教育，其中包括对澳大利亚高等教育机构的 215 名教师和专业人员的半结构化访谈，以及研究人员参与和观察他们的专业学习活动。该研究强调了响应教师专业发展需求对培养海外学生的本地化能力和就业能力的重要性。该研究还强调，需要让离岸教师不仅具备离岸教学的学术和文化方面的能力，而且还需要培养情绪健康方面的适应能力，以帮助他们驾驭跨国经历。