A Narrative Inquiry into Foreign Teachers' Perplexes in Mixed-Cultural Classes

Autor/in	Zhao, Yuqin
Titel	A Narrative Inquiry into Foreign Teachers' Perplexes in Mixed-Cultural Classes
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1244027 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1244027
Schlagwörter	Foreign Countries; Ethnic Diversity; Cultural Influences; Educational Environment; Teacher Attitudes; Semi Structured Interviews; Foreign Nationals; Asian Culture; Cultural Awareness; Teaching Styles; Student Diversity; College Faculty; Student Behavior; Teacher Student Relationship; Language Teachers; English (Second Language); Second Language Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Ausländer; Ausländerin; Cultural identity; Kulturelle Identität; Lehrstil; Unterrichtsstil; Fakultät; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	Mixed-cultural classes, a foreign teacher teaching Chinese students, are common now in China. These mixed-cultural classes provide an educational context where there are chances of direct intercultural contact and deeper understandings of the cultural other, and also misunderstandings and even conflicts between teachers and students from different cultures. This study conducted a research by narrative inquiry on what perplexes some foreign teachers experienced while teaching Chinese students. Semi-structured interviews were used among several teachers at Harbin Institute of Technology, whose account of their experienced perplexes were categorized through thematic analysis. Some perplexes were generalized as "the silence of students in class", "problem of punctuality", "not complaining to foreign teachers directly", "no respect from Chinese students," and "plagiarism", which might cause misunderstandings of the foreign teachers toward Chinese students, some of them leading to conflicts of a certain degree. Different educational perceptions might be the causes of these conflicts in mixed-cultural classes. Teachers should understand their own teaching styles, adjust their teaching styles to accommodate the diverse teaching styles of their students in order to create a more viable educational environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01