Challenges of Internationally Educated Teachers in the U.S. Public School System

Autor/in	Lee, JeeHae Helen
Titel	Challenges of Internationally Educated Teachers in the U.S. Public School System
Quelle	In: International Education Studies, 8 (2015) 3, S.44-54 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Phenomenology; Foreign Nationals; Foreign Countries; Teacher Education; Teaching Experience; Public School Teachers; Linguistic Theory; Discourse Analysis; Cultural Context; Classroom Techniques; Discipline; Barriers; Second Language Learning; Mentors; Immigrants; Multilingualism; Semi Structured Interviews; Teacher Attitudes; Diaries; Cultural Differences; Conflict; Parent Teacher Cooperation; English (Second Language) + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Ausländer; Ausländerin; Ausland; Lehrerausbildung; Lehrerbildung; Linguistische Theorie; Diskursanalyse; Klassenführung; Disziplin; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Diary; Tagebuch; Kultureller Unterschied; Konflikt; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	A phenomenological research study was conducted to discover some of the challenges that internationally educated teachers face in the U.S. public school system. Interviews, in conjunction withbridling journal entries, were conducted with three internationally educated teachers who had experience teaching in the U.S. public school system, and whole-part-whole analysis was used to examine the interview scripts in the context of culture and language. The conceptual framework for this study was based on Bakhtin's authoritative discourses and his theory of language. The findings of this study revealed three broad challenges: hardships in classroom discipline due to cultural differences, conflicts with parents due to the lack of understanding of the U.S. mainstream culture, and language barriers. In addition, the implications for internationally educated teachers in the U.S. schools were discussed. Among the discussions, the implications for schools highlighted the need for a mutually respectful mentoring for the internationally educated teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01