Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

Autor/inn/en	Lai, Chun; Gu, Mingyue; Hu, Jingjing
Titel	Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 4, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1081717
Schlagwörter	Teaching Methods; Student Centered Curriculum; Foreign Countries; Interviews; Preservice Teachers; Teacher Attitudes; Cultural Awareness; Teacher Effectiveness; Practicums; International Schools; Asians; Attitude Change; Cultural Differences; Ethnic Groups; Teacher Student Relationship; Chinese; Language Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; Masters Programs; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Interviewing; Interviewtechnik; Lehrerverhalten; Cultural identity; Kulturelle Identität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Practicum; Praktikum; Praktika; International school; Internationale Schule; Asian; Asiat; Asiatin; Asiaten; Asiate; Attitudinal change; Einstellungsänderung; Kultureller Unterschied; Ethnie; Teacher student relationships; Lehrer-Schüler-Beziehung; China; Chinesen; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Hongkong
Abstract	Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01