A New Framework to Explore the International Vision of College Teacher

Main Article Content

Xueping Zhang
Xijuan Liu


Aiming to address the methodology to explore and broaden college teachers’ international vision and horizon for engineering education of college students or engineers, this paper proposed an exploration framework based on Johari Window model. The framework of international vision exploration for teachers includes four zones: open/active vision, called Zone A; hidden/sleeping vision, called Zone B; blind/potential vision, called Zone C; and unknown/darkness vision, called Zone D. The four zones’ characteristics and formation mechanisms were generally analyzed, the corresponding driving forces were then identified in order to help transform teacher international vision within Zones B, C and D into Zone A. To provide the effective and feasible approach, several significant factors including culture tension, original vision conflict and pure curiosity for unknown were then determined in exploring and improving teacher’s international vision in terms of curiosity, inner creativity, potential vision, career development, and worldwide adaptability on engineering education evolution.


Download data is not yet available.

Article Details

How to Cite
Zhang, X., & Liu, X. (2020). A New Framework to Explore the International Vision of College Teacher. International Journal for Innovation Education and Research, 8(7), 300-310. https://doi.org/10.31686/ijier.vol8.iss7.2478
Author Biography

Xueping Zhang, Shanghai Jiao Tong University

SJTU is Ranked No.1 within the ten years in Mechanical Engineering  in China


L. Darling-Hammond. “Teacher education around the world: what can we learn from international practice?” European Journal of Teacher Education, 2017, 40(3), pp. 291-309.

Luft, J. Ingham, H. “The Johari window, a graphic model of interpersonal awareness”. Proceedings of the western training laboratory in group development. UCLA, Los Angeles, USA, 1950.

V. Baumfield, M. Butterworth, G. Downey, S. Higgins, M. Lin, D. Moseley, M. Rockett. “Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners?” London: EPPI-Center, 2004.

M.M. Clapham, D.H. Schuster. “Can engineering students be trained to think more creatively?” Journal of Creative Behavior, 26, pp.156-162.

D.H. Cropley, A.J. Cropley. “Fostering creativity in engineering undergraduates.” High Ability Studies, 11(2), pp. 207-219.

H.C. Boucher, K. Peng, J. Shi, L. Wang. “Culture and implicit self-esteem: Chinese are good and bad at the same time.” Journal of Cross-Cultural Psychology, 40(1), pp.24-45.

L. Ji, K. Peng, R.E. Nisbett. “Culture, control, and perception of relationships in the environment.” Journal of Personality and Social Psychology. 78(5), pp. 943.

B. Rogoff. “The cultural nature of human development.” Oxford: Oxford University Press, 2003.

K. Loibl, N. Rummel. “The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes.” Instructional Science, 42, pp. 305-326.

M. Ben-Peretz, M.A. Flores. “Tensions and paradoxes in teaching: implications for teacher education.” European Journal of Teacher Education, 41(2), pp. 202-213.

H. Niemi, A. Nevgi. “Research studies and active learning promoting professional competences in Finnish teacher education.” Teaching and Teacher Education, 2014, 43, pp. 131-142.

D.V. Johnson, R.T. Johnson. “The use of cooperative procedures in teacher education and professional development.” Journal of Education for Teaching, 2017, 43(3), pp. 284-295.

D.W. Johnson, R.T. Johnson, E.J. Holubec. “Cooperation in the classroom.” 9th ed. Edina, MN: Interaction Book Company, 2015