Title

Developing Classroom Management Strategies in Non-native Culture: Single Case Study of A native Chinese Pre-service Teacher in American Context

Location

2072

Format Type

Paper

Format Type

Paper

Start Date

14-1-2017 1:10 PM

End Date

14-1-2017 2:30 PM

Abstract

With more and more Chinese programs established, more and more native Chinese teachers are needed to serve as instructors. However, one of the most challenging issues for native Chinese teachers is the lack of classroom management skills and strategies due to Chinese cultural background. This qualitative single case study looked into the practicum and student teaching experience of a native Chinese pre-service language teacher in order to understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary schools in U. S. context. The longitudinal study used semi-structured interviews, classroom observation notes, teaching reflections and documents in a triangulated manner, and five themes (challenges, strategies, cultural difference, language frustration and attitudes, and feelings) emerged from three sections (Classroom management, contextual discrepancy, and improvements). Compared with previous literature, the current research underscored the importance of accessibility of classroom management resources (course knowledge and people) and the positive problem-solving attitude of native Chinese pre-service teacher in her experience of developing classroom management strategies in American public schools. The needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs were discussed.

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Jan 14th, 1:10 PM Jan 14th, 2:30 PM

Developing Classroom Management Strategies in Non-native Culture: Single Case Study of A native Chinese Pre-service Teacher in American Context

2072

With more and more Chinese programs established, more and more native Chinese teachers are needed to serve as instructors. However, one of the most challenging issues for native Chinese teachers is the lack of classroom management skills and strategies due to Chinese cultural background. This qualitative single case study looked into the practicum and student teaching experience of a native Chinese pre-service language teacher in order to understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary schools in U. S. context. The longitudinal study used semi-structured interviews, classroom observation notes, teaching reflections and documents in a triangulated manner, and five themes (challenges, strategies, cultural difference, language frustration and attitudes, and feelings) emerged from three sections (Classroom management, contextual discrepancy, and improvements). Compared with previous literature, the current research underscored the importance of accessibility of classroom management resources (course knowledge and people) and the positive problem-solving attitude of native Chinese pre-service teacher in her experience of developing classroom management strategies in American public schools. The needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs were discussed.