TEACHING INTERNATIONALLY DIVERSE STUDENTS: AN INTERNATIONAL COMPARATIVE STUDY OF FACULTY DEVELOPMENT DURING HIGHER EDUCATION INTERNATIONALIZATION

Framed through situated learning and communities of practice, this international comparative study investigated the perspectives and lived experiences of 18 professors from Italy and the US who had recently engaged in professional development for teaching in this period of university internationalization. Qualitative interviews were analyzed to gain insight into the ways instructors learn to teach diverse student populations, into the strategies they employ in their teaching, and into the kinds of further faculty professional development (FPD) needed for teaching international learners. Recommendations for future FPD as well as theoretical implications for academic communities of practice are offered based on the findings.