Abstract
In this chapter, Bakhtin's metatheoretical framework of dialogism is offered as a frame in which to consider the work of Centres for Teaching and Learning (CTLs) on university campuses. Dialogism keeps front and centre the co-construction of student learning and teaching and the ways in which international graduate students' knowledges and experiences enhance and inform university teaching and learning. The chapter outlines CTL professional development activities that support the scholarship of international teaching assistants (ITAs). A discussion of the differences and tensions between learning a language and using language to learn is offered. CTLs are often seen as sites for instrumental and pragmatic instructional purposes, rather than the sites where ITAs are invited into the teaching and learning scholarly community; this later idea will be highlighted throughout.
TopReflection As Method
This chapter takes the form of a critical practitioner reflection. It addresses the themes that emerge from my work as an educational developer for the past decade, which includes working with international graduate students. Up until recently, the CTL at Brock University has been a small centre, with less than 8 individuals, whose work, for example, focuses on instruction, curriculum, and educational technologies. The context of the work of educational development is the support and advancement of teaching and learning at the: university; national (e.g., Society for Teaching and Learning in Higher Education); and international (e.g., International Society for the Scholarship of Teaching and Learning) level. When teaching is:
defined as scholarship… teaching both educates and entices future scholars . . . Teaching is also a dynamic endeavor involving all the analogies, metaphors,and images that build bridges between the teacher’s understanding and the student’s learning. Pedagogical procedures must be carefully planned, continously examined and relate directly to the subject taught . . .knowing and learning are communal acts…teachers encourage students to be critical, creative thinkers, with the capacity to go on learning after their college days are over. Further, good teaching means that faculty, as scholars, are also learners. (Boyer, 1990, pp. 23-24)
Educational developers support faculty, teaching assistants,and ITAs in this kind of scholarship. This work is complex and wondrous. Themes related to the work of educational development arise across time and within particular contexts, in this chapter themes related to supporting and learning from ITAs are shared and reflected on.
Key Terms in this Chapter
Dialogism: Meaning is constructed in dialogic interaction, in the every day interaction of people. Meaning is not ’held’ in the word or sentence; rather meaning is a process of understanding between the speaker and the addressee.
Teaching Dossier: A dossier comprised of multiple forms of evidence; for example, a statement of teaching philosophy, formative feedback, and instructional strategies, to reflect on teaching effectiveness. It may also be used for functions other than reflection, for example, in consideration for tenure and promotion.
Reflective Practice: Ways in which a person considers, thinks about, and comes to an understanding of their effectiveness in a profession. Reflection is also a process via which to consider needs for change or development. Reflection uses multiple forms of evidence.