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AutorMarom, Lilach
TitelEastern/Western Conceptions of the "Good Teacher" and the Construction of Difference in Teacher Education
QuelleIn: Asia-Pacific Journal of Teacher Education, 46 (2018) 2, S.167-182 (16 Seiten)
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ZusatzinformationORCID (Marom, Lilach)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1359-866X
DOI10.1080/1359866X.2017.1399982
SchlagwörterForeign Countries; Teacher Effectiveness; Foreign Nationals; Teacher Education; Teacher Certification; Credentials; Cultural Differences; Professional Identity; Qualitative Research; Case Studies; Diversity (Faculty); Data Analysis; Interviews; Observation; Canada
AbstractThis paper examines the recertification process of internationally educated teachers (IETs) in British Columbia (BC). In order to teach in Canada IETs have to go through a recertification process. The recertification process varies between provinces and is a full-time training process, following an assessment of IETs' foreign credentials. Through interviews with IETs and professionals, I explored the prevalent conceptions of the "good teacher" in one IET recertification program. I argue that while Western-Eastern conceptions of the "good teacher" differ, they could complement and strengthen each other, particularly in the multicultural space of BC. Yet in the recertification process, Eastern conceptions of the "good teacher" were viewed as deficient, and thus, spaces for IETs to bring their experiences and voices to bear on reconstructing their professional identity in Canada were closed down. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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