|Type of paper:
|Teaching Knowledge Immigration Behavior
The Vancouver Index of Acculturation is a bi-dimensional instrument used to measure and assess the effectiveness of the measures put into place toward immigrants' orientation into a given country. The assessment is done by comparing the orientation and the reactions and attitudes of the immigrants who have gone through a direction toward the mainstream and heritage traditions of the nations that they have moved into (Hotvedt, 2013). While research has shown that the research on this area is bidimensional, there have been suggestions that the practice might be multidimensional after all.
The culture to which a person is exposed plays a critical role in the determination of the individual's behaviors and how well they will behave and adapt socially and economically in the new regions that they have moved into. It is, therefore important that measures be put in place to ensure that they are provided with a practical orientation program, through which they will be able to adapt to their new environments and cultures, hence giving them a chance to prosper socioeconomically in these new societies (Paulhus, 2013). Culture gives people a sense of belonging and therefore plays a critical role in establishing the individual's position in the community that they are in. The better the people accept themselves as members of the society that they move into, the better equipped they will be in maximizing the benefits that they will reap from their new environments (Schmitz & Berry, 2011).
There has been a rise in the number of international graduates in the US, especially in the fields related to science and technology. International faculty is the arrangement whereby academics work outside their countries of birth and citizenship. This has been facilitated by the general globalization experienced across the world, as well as the response of the universities to the call to adjust to the need for globalization of their services too (Sisco and Reinhard, 2007). Additionally, the academics hold their appointments in the countries that they were not born in, or received their first post-high school degree. In some instances, they are also not citizens to the countries that they reside in and work in.
Teaching efficacy refers to the instructor's judgment on the capabilities and methods to use to increase the efficiency of their teaching and increase the rate of student engagement and learning, and in this case, from the angle of international students (Shin, 2019). The instructors’ competence for efficacy instruction is the instructor's ability to adequately deal with the demands of their profession by using an integrated source of knowledge and experience gained, reflecting the extent of the two being seen in their performance. This being so, professional competence is the integration of knowledge, experience, and abilities to teach in the most professional way possible effectively.
Two efficacies are responsible for helping instructors achieve their goals. These are teacher efficacy and collective efficacy. Teacher efficacy, as discussed above, is the judgments used by the instructor on the methods to use to increase their efficiency in class and impact their students even more. Collective efficacy, on the other hand, refers to the shared beliefs of the teaching staff in an institution towards achieving positive results in their teaching programs (Donohoo et al., 2018). Through collective efficacy, the team can create environments in which the learners, even those who are disadvantaged, can reap maximum benefits from the teaching being offered to them, with their results showing the effectiveness of the practices.
Motivation in International Faculty
Under typical situations, instructors struggle with a lack of motivation in their students, and the case is the same for international students. The challenge is even more for international students since they are under more pressure than the other students. The instructors have to create environments in which the learners can be motivated to reduce their stress levels and create environments in which they can learn more efficiently, even though they may be away from their home countries (Daumiller et al., 2020). The instructors have to find motivation styles that are effective in teaching the students while also creating an environment that is learner-friendly and creates a professional environment that supports learning.
Instruction in International Faculty
The instructors have to recognize that they are teaching in a multicultural and multilingual classroom or institution. Therefore, they should seek ways through which they can package their lessons in a way that addresses the students' social and educational needs. The lessons should also take into account that the students have different capacities of learning and understanding. Therefore the teaching techniques should be packaged to support students of varying intellectual capabilities (Gallagher & Haan, 2020). This way, the learners’ goal of passing information across will have been addressed, as well as fulfilling the purpose of making the institutions in which they teach learner-friendly.
Engagement in International Faculty
The instructors should be committed to ensuring the students' success through active engagement in and outside the classroom settings. The engagement should go past the academic matters since the instructors should strive to ensure that the international academics in their institutions are well-settled in their new countries of residence and that there are no challenges that will undermine the instructors’ goal of effectively teaching the students and internationalizing education (Wang & BrckaLorenz, 2018). For this reason, the instructors are advised to look out for any changes in their students, which will help them identify areas to be improved for the learning process to be efficient. However, the engagements should be strictly professional to avoid issues that would undermine the learning process and the reputation of the instructors and the institutions they represent.
Discipline in International Faculty
The institutions have to inform the international students of their disciplinary expectations, and if possible, provide copies of their rules and regulations books so that they can learn of the institutions' expectations and stand on some issues (Eun, 2016). The rules vary from institution to institution, and therefore the learners have to be informed beforehand of the expected behavioral and disciplinary actions from them. When the students are disciplined, the possibility of education being practical on them will be increased.
Outcome Expectancy International Faculty
After all, the factors have been addressed, then the students and instructors will be evaluated. The evaluation will be based on the student's performance in their examinations since it is a direct indicator of the amount of information that the students grasped in the learning period that they have been under the institution (Carmona, Vivas & Estévez, 2019). An excellent performance will indicate efficiency in the strategies in place, and dismal performances will indicate the need for the instructors to change their techniques since they may not be working.
Carmona, I., Vivas, A. B., & Estévez, A. F. (2019). Differential outcomes training ameliorates visual memory impairments in patients with Alzheimer’s disease: A pilot study. Frontiers in psychology, 9, 2671.
Daumiller, M., Stupnisky, R., & Janke, S. (2020). The motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 99, 101502.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
Eun, Y. S. (2016). Pluralism and engagement in the discipline of international relations. Springer.
Gallagher, C., & Haan, J. (2020). Engaging University Faculty in Linguistically Responsive Instruction: Challenges and Opportunities. Currents in Teaching & Learning, 11(2).
Hotvedt, J. A. (2013). Acculturation as a Mediating Factor between Ethnic and Self-Identities.
Paulhus, D. L. (2013). Vancouver Index of Acculturation (VIA). Measurement Instrument Database for the Social Science.
Schmitz, P. G., & Berry, J. W. (2011). Structure of acculturation attitudes and their relationships with personality and psychological adaptation: A study with immigrant and national samples in Germany.
Shin, H. J. (2019). The Influence of Infant Teachers' Teaching Efficacy and Sensitivity Level on Organizational Commitment. Korean Journal of Child Education & Care, 19(1), 101-115.
Sisco, L. A., & Reinhard, K. (2007). Learning to see what's invisible: The value of international faculty exchange. Business Communication Quarterly, 70(3), 356-363.
Wang, R., & BrckaLorenz, A. (2018). International student engagement: An exploration of student and faculty perceptions. Journal of International Students, 8(2), 1002-1033.
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