Mexican Teachers of English Studying Abroad: Their Perceptions of Their Learning Contexts
Keywords:
Language teachers, higher education, learning experiences, qualitative research.Abstract
This study examines the perceptions of five English teachers, Mexicans, about their learning environments during their graduate studies in various British universities. The results indicate that the positive influences of their learning contexts were: (a) the quality of instruction, (b) the use of activities to facilitate understanding, and (c) freedom of choice of subjects and study methods. Negative influences reported concerning the learning environment: (a) lack of congruence between teaching and evaluation, (b) inconsistency in teachers’ evaluation practices, (c) teachers lack of clarity regarding their expectations and feedback, and (d) type of academic support received. The results suggest that higher education on a global scale requires teachers with more experience in international education. Future research on student perceptions of learning contexts might address thesociocultural aspects of this.Downloads
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References
Berg, B. L. (2001). Qualitative research methods for the social sciences. Massachusetts: Allyn & Bacon.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer.
Crotty, M. (2003). The foundations of social research: meaning and perspective in the research process. London: Sage.
Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. Dart and G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 72-101). Melbourne: Australian Council for Educational Research.
Entwistle, N. J., McCune, V. S. & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 103-136). Mahwah, New Jersey: Lawrence Erlbaum.
Entwistle, N. J & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Gutierrez Estrada, R. (2006). Entering the circle: Mexican graduate students’ experiences and perceptions of language, identity and new discourses in U. S. universities. Mextesol Journal, 30(2).
Hernández Castañeda, R. (2008). The graduate experience: Living and studying abroad (a case study). Revista Electrónica de Investigación Educativa, 10(2). Retrieved May, 12, 2009 from: http://redie.uabc.mx/vol10no2/contents-hernandezcastaneda.html
Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek university students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 14(6), 329-350.
Krueger, R. A. & Casey, M. A. (2000). Focus groups. Thousand Oaks, California: Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, California: Sage.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications, Inc.
Lizzio, A., Wilson, K. & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Martin, D. J. Hounsell, and N. J. Entwistle (Eds.). The experience of learning, 39-58. Edinburgh: Scottish Academic Press.
Miles, M. B. & Hubberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage Publications.
Morgan, D. L. (1988). Focus groups as qualitative research. London: Sage.
Secretaría de Educación Pública. Programa de Mejoramiento del Profesorado (2008). PROMEP en cifras. Retrieved from http://promep.sep.gob.mx/estadisticas/Estadisticas%20PROMEP%20corte%2031%20diciembre%202009_archivos/frame.htm
Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-27.
Ramsden P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education, 12(3), 275-286.
Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.). The experience of learning. Edinburgh: Scottish Academic Press.
Trigwell, K. & Prosser, M. (1991). Improving the Quality of Student Learning: the influence of learning context and student approaches to learning on learning outcomes. In Entwistle, N. (Ed). Higher Education 22, 251-266.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer.
Crotty, M. (2003). The foundations of social research: meaning and perspective in the research process. London: Sage.
Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. Dart and G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 72-101). Melbourne: Australian Council for Educational Research.
Entwistle, N. J., McCune, V. S. & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 103-136). Mahwah, New Jersey: Lawrence Erlbaum.
Entwistle, N. J & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Gutierrez Estrada, R. (2006). Entering the circle: Mexican graduate students’ experiences and perceptions of language, identity and new discourses in U. S. universities. Mextesol Journal, 30(2).
Hernández Castañeda, R. (2008). The graduate experience: Living and studying abroad (a case study). Revista Electrónica de Investigación Educativa, 10(2). Retrieved May, 12, 2009 from: http://redie.uabc.mx/vol10no2/contents-hernandezcastaneda.html
Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek university students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 14(6), 329-350.
Krueger, R. A. & Casey, M. A. (2000). Focus groups. Thousand Oaks, California: Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, California: Sage.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, California: Sage Publications, Inc.
Lizzio, A., Wilson, K. & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Marton, F. & Saljo, R. (1997). Approaches to learning. In F. Martin, D. J. Hounsell, and N. J. Entwistle (Eds.). The experience of learning, 39-58. Edinburgh: Scottish Academic Press.
Miles, M. B. & Hubberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage Publications.
Morgan, D. L. (1988). Focus groups as qualitative research. London: Sage.
Secretaría de Educación Pública. Programa de Mejoramiento del Profesorado (2008). PROMEP en cifras. Retrieved from http://promep.sep.gob.mx/estadisticas/Estadisticas%20PROMEP%20corte%2031%20diciembre%202009_archivos/frame.htm
Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-27.
Ramsden P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education, 12(3), 275-286.
Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.). The experience of learning. Edinburgh: Scottish Academic Press.
Trigwell, K. & Prosser, M. (1991). Improving the Quality of Student Learning: the influence of learning context and student approaches to learning on learning outcomes. In Entwistle, N. (Ed). Higher Education 22, 251-266.
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Published
2010-11-01
