Abstract
Learning and teaching across borders: How pedagogical partnership and international schooling shaped me personally and determined my future career direction
Highlights
MY LEARNING EXPERIENCES ACROSS BORDERS People between the ages of 6–23 spend the majority of their time on education, it is right to assume that the way people are taught has a great effect on their emotional and mental development, their personality, and their career choices
Seeking a different kind of education environment, I decided to apply to a private school in the United States for my final two years of high school
It was common to have lunches together and build personal relationships. These interpersonal dynamics allowed me to get over my fear of failure, join a variety of extracurricular activities, and to participate in and eventually become a champion in the Southern California Academic Decathlon
Summary
Learning and teaching across borders: How pedagogical partnership and international schooling shaped me personally and determined my future career direction. Studying in three completely different countries and serving as a student partner in a faculty-student pedagogical partnership program has given me valuable insights into different approaches to teaching and learning and has unexpectedly changed my direction in life. Another important issue that was faced by professors is low class participation This might be attributed to students’ language barrier or their cultural or educational background—for instance, students who attend school in Hong Kong are used to more written work and less interactive activities than in America. This role has given me the ability to learn more about the dynamics between faculty and students and develop close relationships with some professors It enriched my own academic experience at the university and provided me with more opportunities to develop career-related skills, such as critical thinking and attention to relevant details. “Softer” SaP approaches may be introduced first, before trialing a more structured SaP practice such as a pedagogical student consultant program
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