The Intercultural Educational Value of the Logbook During the Individual Experience of International Student Mobility: Teachers' Perspectives

Authors

  • Mattia Baiutti Fondazione Intercultura
  • Anselmo Roberto Paolone Università degli Studi di Udine

DOI:

https://doi.org/10.6092/issn.1825-8670/8698

Keywords:

Logbook, Intercultural competence, Student mobility, High school, Teachers

Abstract

The paper analyzes the opinion of 113 high school teachers about a logbook used while one of their students was participating in an individual experience of international student mobility project. From the analysis of the data, gathered through focus groups, individual SWOT analysis and researcher’s diary, it emerges that according to teachers the writing of the logbook requires a deep reflection on the self and on the intercultural experience whilst the student is experiencing it. This reflection determines the development of self-awareness which is one of the key components of intercultural competence

References

Aberbach, D. (1989). Surviving trauma: Loss, literature and psychoanalysis. New Haven: Yale University Press.

Adams, T. E., Jones, S. H., & Ellis, C. (2015). Autoethnography: Understanding qualitative research. New York: Oxford University Press.

Albarea, R. (2008). Figure della goffaggine. Educatori senza magistero. Pisa: ETS.

Almeida, J. (2015). European student mobility and intercultural learning at a Portuguese university. Universidade de Aveiro (Portugal), Tesi di dottorato non pubblicata.

Almeida, J., Fantini, A. E., Simões, A. R., & Costa, N. (2016). Enhancing the intercultural effectiveness of exchange programmes: formal and non-formal educational interventions. Intercultural Education, 27(6), 517-533. https://doi.org/10.1080/14675986.2016.1262190

Arasaratnam-Smith, L. A. (2017). Intercultural competence: An overview. In D. K. Deardorff & L. A. Arasaratnam-Smith (Eds.), Intercultural Competence in Higher Education. International approaches, assessment and application (pp. 7-18). Abingdon: Routledge.

Ayres, L. (2008). Thematic coding and analysis. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 867-868). Thousand Oaks: Sage.

Baiutti, M. (2014/2015). La competenza interculturale: Uno dei principali risultati attesi dalla mobilità studentesca. Rivista Scuola IaD. Models, Politics R&T, 9/10, 82-114. Retrieved from http://rivista.scuolaiad.it/n0910-2015/la-competenza-interculturale-uno-dei-principali-risultati-attesi-della-mobilita-studentesca

Baiutti, M. (2015). La competenza interculturale per pensare insieme un futuro possibile. MeTis, V(1), 332-339. https://doi.org/10.12897/01.00081

Baiutti, M. (2017). Competenza interculturale e mobilità studentesca. Riflessioni pedagogiche per la valutazione. Pisa: ETS.

Baiutti, M. (2018a). Fostering assessment of student mobility in secondary schools: indicators of intercultural competence. Intercultural Education, 29(5-6), 549-570. https://doi.org/10.1080/14675986.2018.1495318

Baiutti, M. (2018b). Lo sviluppo della conoscenza e consapevolezza del sé mediante la mobilità studentesca internazionale. In M. Di Mauro & B. Gehrke (Eds.), Multicultural identities. Challenging the sense of belonging (pp. 107-124). Colle di Val d’Elsa: Fondazione Intercultura. Retrieved from http://www.fondazioneintercultura.org/_files/uploads/multicultural_identities_1.pdf.

Barrett, M. (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strasburgo: Consiglio d’Europa Retrieved from https://rm.coe.int/16806ccc07.

Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93-104. https://doi.org/10.1027/1016-9040/a000308

Barrett, M., de Bivar Black, L., Byram, M., Faltýn, J., Gudmundson, L., van’t Land, H., . . . Zgaga, P. (2018). Reference Framework of Competences for Democratic Culture, Volume 1: Context, concepts and model. Strasburgo: Consiglio d’Europa Retrieved from https://rm.coe.int/prems-008318-gbr-2508-reference-framework-of-competences-vol-1-8573-co/16807bc66c.

Batini, F. (2012). Il diario di bordo. In A. Bartolini (Ed.), Artisti dell’educazione. La professionalità educativa tra necessità e possibilità (pp. 135-152). Roma: Aracne.

Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213. https://doi.org/10.2307/3588331

Borghetti, C. (2016). Educazione linguistica interculturale. Origini, modelli, sviluppi recenti. Cesena Bologna: Caissa.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Brink, A. (1982). Creativity as repair. Bipolarity and its closures. Hamilton: Cromlech Press.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Byram, M. (2008). The ‘Value’ of student mobility. In M. Byram & F. Dervin (Eds.), Students, staff and academic mobility in higher education (pp. 31-45). Newcastle: Cambridge Scholars Publishing.

Byram, M., Barrett, M., Ipgrave, J., Jackson, R., & Méndez García, M. C. (2009). Autobiografia degli incontri interculturali. Strasburgo: Consiglio d’Europa. Retrieved from https://rm.coe.int/autobiografia-degli-incontri-interculturali/16806bf02c.

Capperucci, D. (2007). La valutazione delle competenze in età adulta. Il contributo dell’“experiential learning” e dell’approccio riflessivo. Pisa: ETS.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7 ed.). Abingdon: Routledge.

Crosbie, V. (2014). Capabilities for intercultural dialogue. Language and Intercultural Communication, 14(1), 91-107. https://doi.org/10.1080/14708477.2013.866126

Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002

Deardorff, D. K. (2008). Intercultural competence. A Definition, model, and implications for educational abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 32-52). Sterling: Stylus.

Deardorff, D. K. (2009). Implementing intercultural competence assessment. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 477-491). Thousand Oaks: Sage.

Deardorff, D. K. (2011). Assessing intercultural competence. New directions for institutional research, 2011, (149), 65-79. https://doi.org/10.1002/ir.381

Deardorff, D. K., & Arasaratnam-Smith, L. A. (2017). Intercultural competence in higher education: International approaches, assessment and application. Abingdon: Routledge.

Deardorff, D. K., & Jones, E. (2012). Intercultural competence. An emerging focus in international higher education. In D. K. Deardorff, H. de Wit, J. D. Heyl, & T. E. Adams (Eds.), The SAGE handbook of international higher education (pp. 283-303). Thousand Oaks: Sage.

Deardorff, D. K., & van Gaalen, A. (2012). Outcomes assessment in the internationalization of higher education. In D. K. Deardorff, H. de Wit, J. D. Heyl, & T. E. Adams (Eds.), The SAGE handbook of international higher education (pp. 167-189). Thousand Oaks: Sage.

Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4° ed., pp. 1-19). Thousand Oaks: Sage.

Even-Zahav, A., & Hazzan, O. (2018). STEM Teachers’ SWOT analysis of STEM education: The bureaucratic–professional Conflict. In O. Hazzan, E. Heyd-Metzuyanim, A. Even-Zahav, T. Tal, & Y. J. Dori (Eds.), Application of Management Theories for STEM Education. The case of SWOT Analysis (pp. 1-23). Cham: Springer.

Fantini, A. (2009). Assessing intercultural competence. Issues and tools. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 456-476). Thousand Oaks: Sage.

Fantini, A., & Tirmizi, A. (2006). Exploring and assessing intercultural competence. World Learning Publication, 1. Retrieved from http://digitalcollections.sit.edu/worldlearning_publications/1

Ferri, G. (2014). Ethical communication and intercultural responsibility: a philosophical perspective. Language and Intercultural Communication, 14(1), 7-23. https://doi.org/10.1080/14708477.2013.866121

Ferri, G. (2018). Intercultural communication. Critical approaches and future challenges. Cham: Palgrave Macmillan.

Gibson, W. J., & Brown, A. (2009). Working with qualitative data. Thousand Oaks: Sage.

Gottschall, J. (2014). L’istinto di narrare. Torino: Bollati Boringhieri.

Habermas, T., & Kober, C. (2014). Autobiographical reasoning is constitutive for narrative identity: The role of the life story for personal continuity. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 149-165). Londra: Oxford University Press.

Hammer, M. R. (2005). Assessment of the impact of the AFS study abroad experience. New York: AFS Intercultural Programs.

Hansel, B., & Grove, C. L. (1985). Learning by doing: What a high school student can learn from a homestay abroad. Journal of College Admissions, 107, 26-31.

Hansel, B., & Grove, C. L. (1986). International student exchange programs—Are the educational benefits real? NASSP Bulletin, 70(487), 84-90. https://doi.org/10.1177/019263658607048718

Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis–where are we now? A review of academic research from the last decade. Journal of strategy and management, 3(3), 215-251. https://doi.org/10.1108/17554251011064837

Hua, Z., Holmes, P., Young, T., & Angouri, J. (2016). How to identify research questions. In Z. Hua (Ed.), Research methods in intercultural communication: A practical guide (pp. 73-87). Chichester: John Wiley & Sons.

Hycner, R. H. (1985). Some guidelines for the phenomenological analysis of interview data. Human studies, 8(3), 279-303. https://doi.org/10.1007/bf00142995

Jackson, J. (2005). Assessing intercultural learning through introspective accounts. Frontiers: The interdisciplinary journal of study abroad, 11, 165-186. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/09/JACKSON-FrontiersXI-AssessingInterculturalLearningThroughIntrospectiveAccounts.pdf

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall.

Menegale, M. (2018). Logbook o Diario di bordo: Uno strumento per l’apprendimento dentro e fuori la classe di lingua. EL.LE, 7(1). https://doi.org/10.30687/ELLE/2280-6792/2018/01/003

Milani, M. (2017). A scuola di competenze interculturali. Metodi e pratiche pedagogiche per l’inclusione scolastica. Milano: FrancoAngeli.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3 ed.). Thousand Oaks: Sage.

MIUR. (2013). Nota ministeriale n.843, Linee di indirizzo sulla mobilità studentesca internazionale individuale.

Moon, J. (1999). Learning journals: A handbook for academics, students and professional development. Londra: Kogan Page.

Paolone, A. R. (2006). Etnografi dell’educazione, soggettività, terzo codice. Riflessioni per uno studio sull’operato di ricercatori etnografici nelle scuole. In M. Benadusi (Ed.), Dislocare l’antropologia. Connessioni disciplinari e nuovi spazi epistemologici. Rimini: Guaraldi.

Paolone, A. R. (2010). I returnees di ‘lungo corso’: l’atteggiamento degli insegnanti. In D. Palomba, A. R. Paolone, C. Roverselli, O. Niceforo, & C. Cappa (Eds.), Internazionalizzazione della scuola e mobilità studentesca. Il ruolo degli insegnanti (pp. 17-86). Colle di Val d’Elsa: Fondazione Intercultura. Retrieved from http://www.fondazioneintercultura.org/_files/uploads/biblioteca_volume_4_1.pdf.

Paolone, A. R. (2013). Chiavi di lettura dell’esperienza soggettiva dei returnees. Processi acculturativi, rapporti con i pari e con gli insegnanti. In C. Roverselli & A. R. Paolone (Eds.), Competenze trasversali. Valutazione e valorizzazione delle esperienze di studio all’estero. Colle di Val d’Elsa: Fondazione Intercultura. Retrieved from http://www.fondazioneintercultura.org/_files/uploads/biblioteca_volume_7_1.pdf.

Passarelli, A. M., & Kolb, D. A. (2012). Using experiential learning theory to promote student learning and development in programs of education abroad. In M. Vande Berg, R. M. Paige, & K. Hemming Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 137-161). Sterling: Stylus

Pearson-Evans, A. (2006). Recording the journey: Diaries of Irish students in Japan. In M. Byram & A. Feng (Eds.), Living and studying abroad. Research and practice (pp. 38-63). Clevedon: Multilingual Matters.

Portera, A. (2016). Competenze interculturali in educazione. In A. Portera & P. Dusi (Eds.), Neoliberismo, Educazione e Competenze Interculturali (pp. 93-108). Milano: FrancoAngeli.

Portera, A. (Ed.) (2013). Competenze interculturali. Teoria e pratica nei settori scolastico-educativo, giuridico, aziendale, sanitario e della mediazione culturale. Milano: FrancoAngeli.

Roverselli, C., & Paolone, A. R. (2012). The assessment of competencies acquired by returnees from individual student exchanges. In L. Wikander, C. Gustafsson, & U. Riis (Eds.), Enlightenment, creativity and education. Polities, politics, performances (pp. 171-191). Rotterdam: Sense.

Roverselli, C., & Paolone, A. R. (2013). Competenze trasversali. Valutazione e valorizzazione delle esperienze di studio all’estero. Colle di Val d’Elsa: Fondazione Intercultura. Retrieved from http://www.fondazioneintercultura.org/_files/uploads/biblioteca_volume_7_1.pdf

Savicki, V. (2008). Experiential and affective education for international educators. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 74-91). Sterling: Stylus.

Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction. A multidisciplinary approach to intercultural communication. Basingstoke: Palgrave Macmillan.

Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Thousand Oaks: Sage.

Sumsion, J., & Fleet, A. (1996). Reflection: Can we assess it? Should we assess it? Assessment & Evaluation in Higher Education, 21(2), 121-130. https://doi.org/10.1080/0260293960210202

Tarozzi, M. (2014). Building an ‘intercultural ethos’ in teacher education. Intercultural Education, 25(2), 128-142. https://doi.org/10.1080/14675986.2014.888804

Tarozzi, M. (2015). Dall'intercultura alla giustizia sociale. Per un progetto pedagogico e politico di cittadinanza globale. Milano: FrancoAngeli.

Tarp, G. (2006). Student perspectives in short-term study programmes abroad: A grounded theory study. In M. Byram & A. Feng (Eds.), Living and studying abroad. Research and practice (pp. 157-185). Clevedon: Multilingual Matters.

Twombly, S. B., Salisbury, M. H., Tumanut, S. D., & Klute, P. (2012). Study abroad in a new global century: Renewing the promise, refining the purpose. Hoboken: John Wiley & Sons.

Vande Berg, M., Paige, R. M., & Hemming Lou, K. (Eds.). (2012). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling: Stylus

Zammuner, V. L. (1998). Tecniche dell’intervista e del questionario. Bologna: Il Mulino.

Zammuner, V. L. (2003). I focus group. Bologna: Il Mulino.

Published

2018-12-20

How to Cite

Baiutti, M., & Paolone, A. R. (2018). The Intercultural Educational Value of the Logbook During the Individual Experience of International Student Mobility: Teachers’ Perspectives. Encyclopaideia, 22(52), 55–72. https://doi.org/10.6092/issn.1825-8670/8698

Issue

Section

Essays