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Survive or Thrive: a Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. ClassroomsXiang, Li 16 May 2017 (has links)
In recent years in the United States, an increasing number of people are learning Mandarin, the dominant Chinese language in China. Because of the shortage of Mandarin teachers, many visiting teachers from China with Chinese educational background are teaching Mandarin in the U.S. schools. In the U.S. classrooms, these teachers are challenged to adapt to a new setting. This experience can lead them to changing their teaching identity, that is, their basic beliefs, attitudes and practices about teaching. Understanding how Chinese teachers may form a new teaching identity in the U.S. context serves to inform future professional development activities designed to increase their competence as teachers in U.S. classrooms. The purpose of this study was to describe and explain what is visiting Chinese language teachers' identity and how the identity changes might take place when they teach Mandarin in U.S. classrooms. The broader goal is to find ways to encourage Chinese language teaching competency in the U.S. classrooms and to foster cross-cultural communication.
In this study, I used mixed methods research to study 14 visiting Chinese language teachers with Chinese educational background to find out how they perceive their teaching and how they teach in the U.S. classrooms. My findings were: (a) visiting Chinese language teachers changed their teaching attitudes, beliefs, and teaching practice in U.S. classroom; (b) teachers with a high teaching identity on Teaching Identity Survey maintained a high level of teaching identity after four months of teaching in U.S. classrooms; and, (c) visiting Chinese language teachers who changed their teaching identity engaged in critical reflections on their teaching practice, and learned from both Chinese and U.S. teachers. To have a positive impact on Chinese language teachers' identity and increase the likelihood of success, two implications are evident. First, Chinese language teachers could benefit from the professional development program with a focus on cultural differences and U.S. classroom management strategies. Second, U.S. schools and Chinese language programs need to create opportunities for teachers to learn from each other and build a professional community.
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Sojourner Adjustment : A Diary StudyHemstreet, Susan Elizabeth 01 January 1992 (has links)
The focus of the ethnographic diary study is introduced and contextualized in the opening chapter with a site description. The thesis examines the diaries written during a sojourn of over two years in Japan . and proposes to answer the question, "How did the sojourner's initial maladjustment subsequently develop into satisfactory adjustment?"
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A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University ClassroomLu, Lina 01 January 1992 (has links)
This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What are CTAs' experiences communicating in the U.S. university classroom? How do they interpret their experiences from their own perspective? And what is their emergent adaptation pattern to the U.S. university classroom?
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A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12Magano, Florence Lesedi January 2014 (has links)
For an education system to function effectively it is important that its planning
functions are executed effectively and efficiently. Among others this implies that the
system must know what the teacher supply and demand is and how it will change in
time. If the teacher supply and demand is known it could result in sound intervention
strategies being developed and implemented. Education planners will be able to plan
for the number of bursaries to be awarded and in which subject fields; it will be known
how many foreign teachers to employ and for which subjects. This is the basic
rationale that underpins this study. This study explored the problem of teacher
demand and supply in the Further Education and Training (FET) phase
(Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted
by Provincial Education Departments in an endeavour to diminish the demand for
teachers, specifically for Mathematics and Science, in rural and poor schools.
Initially the study involved a secondary data analysis to extrapolate the demand and
supply of teachers in Mathematics and Science over the next ten years. The first key
finding of the study was that the data needed for such an analysis does not exist in
any reliable form that would facilitate the development of such a projection. What the
study had to rely on was anecdotal evidence that suggests that a shortage of
Mathematics and Science teachers does exist and that posts are often filled by
unqualified and under-qualified staff.
In the second phase of the research in which the study explored the effectiveness of
strategies developed to address the shortage of Mathematics and Science teachers,
a qualitative research approach was adopted within a descriptive interpretive design.
The views and opinions of human resource managers responsible for post
provisioning in schools were explored through in-depth interviews to understand the
types of strategy adopted by the provinces, their potential to alleviate the problem of
Mathematics and Science teacher shortage in Grades 10 to 12, their success,
challenges and factors internal to the Department of Education that may deter
Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of
strategies developed by the national Department of Basic Education (DBE). However
implementation is far removed from the original intention and no significant impact
results. Although the reasons are not always obvious from this study, a few important
aspects did emerge. First, the strategy developed may not be popular with a
particular province - employing foreign teachers is a case in point. Secondly, focusing
on just a number of schools to improve their results (e.g. as with the Dinaledi schools)
may meet with resistance from educators and teachers’ unions. Thirdly, creating
bursaries for initial teacher education in certain key areas can only be successful if
the number of teachers in need is known. Finally, even the best strategies are
doomed if post provisioning and appointment of staff are dealt with by different
stakeholders.
Based on the findings, it is recommended that both the DBE and PEDs ensure that
quality education management information is collected and maintained. Information
that is reliable and accurate will inform planning and key decisions to ensure that the
supply of teachers is based on a specific need. As such, deficiencies in skills that are
in short supply such as Science and Mathematics can be averted and better
opportunities can be created for new teacher graduates. While an improved
performance of learners in these subjects is requisite for related study fields at
universities, the Dinaledi schools must be adequately supported and such a model
applied to other schools. The employment of foreign teachers on short-term contracts
does not create stability in schools, therefore, their employment must be
standardised.
Significantly, retention in rural and poor schools is a problem since they struggle to
attract quality teachers; for that reason teacher incentives are indispensable. Making
a declaration for unqualified and under-qualified teachers to acquire professional
teaching qualifications and subsequently discontinue such appointments, will raise
the standard of teaching and learning in schools. Rather, databases of unemployed
qualified teachers could be maintained and such information made accessible to
school principals. In the absence of reliable data that can indicate teacher
qualification and specialisation versus subject taught, the extent to which
Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in
these subjects at the exit point of the schooling system (Grade 12) attest to the lack
of appropriately skilled teacher workforce. Therefore, if Mathematics and Science
specialisation is required, then strategies being implemented by the DBE and PEDs
must have a clear purpose to address this shortage. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Education Management and Policy Studies / PhD / Unrestricted
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Negotiating Boundaries in a Globalized World: Communication Privacy Management between Foreign English Teachers and Japanese Co-workers in JapanSimmons, Nathaniel 24 September 2014 (has links)
No description available.
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Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga ProvinceThwala, Sipho Moses 10 1900 (has links)
The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)
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Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga ProvinceThwala, Sipho Moses 10 1900 (has links)
The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)
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