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Migration and decolonising doctoral education through knowledge translation : post-monolingual research, human mobility, and encounters with intellectual cultures
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Time mapping: charting transcultural and First Nations histories and geographies in doctoral education
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Asian-Australian literacy : post-20.1.17 knowledge production
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The Globalisation of Higher Education: Developing Internationalised Education Research and Practice
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Theorizing global service learning through Vietnamese metaphors
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Localising Chinese: Educating Teachers Through Service-learning
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Post-monolingual research methodology : multilingual researchers democratizing theorizing and doctoral education
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Multilingual researchers internationalizing monolingual English-only education through post-monolingual research methodologies
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Debating the capabilities of “Chinese students" for thinking critically in Anglophone universities
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Urban education across the post-colonial, post-cold war South Pacific : changes in the trans-national order of theorising
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Pedagogies for Internationalising Research Education: Intellectual Equality, Theoretic-Linguistic Diversity, and Knowledge Chuangxin
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Mobilising Indigenous and non-Western theoretic-linguistic knowledge in doctoral education
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Localising/internationalising teacher education with Anglo-Chinese theoretic-linguistic characteristics : producing dǐngtiᾱn lìdì teacher-researchers
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Mobilising indigenous and Non-Western theoretic-linguistic knowledge in doctoral education
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Making Chinese learnable : strategies for the retention of language learners
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Against Asia-centric methods : Australia-China theoretic-linguistic knowledge co-production
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学产合作为基础的研究型教师的教育 : 悉尼 - 宁波十年项目的案例分析 ; (Work integrated learning for higher degree research : a pilot study of bilingual teacher-researcher education program)
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Abstract:
Different from traditional postgraduate training which produces researchers who pursue research and work at universities, Work Integrated Learning HDR programs are for a new generation of multiskilled teacher-researchers. This paper reports a ten year of ‘work integrated leaning, higher degree research’ (WIL HDR) program at an Australian university – which is a ‘research oriented, school engaged teacher-researcher education’ (ROSETE). The enrolled candidates in this program are a group of Chinese-English bilingual teacher-researchers. They substantially engage in teacher-research in schools of Sydney region (2 days/week) throughout their candidature, teaching Chinese to school students. The focus of the study explores how working-integrated learning may enable the bilingual candidates to construct theoretic-pedagogical contributions to making Chinese learnable for monolingual English speaking students. This research found that work integrated leaning provided HDR candidates with sufficient opportunity to negotiate the knowledge production through workplaces and enabled them to have direct positive impact on end-users – school learners.
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Keyword:
Australia; Chinese language; language teachers; study and teaching; work integrated learning; XXXXXX - Unknown
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URL: http://ezproxy.uws.edu.au/login?url=http://www.cnki.com.cn/Article/CJFDTotal-YSJG201504014.htm http://handle.uws.edu.au:8081/1959.7/uws:33641
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