scholarly journals A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

2015 ◽  
Vol 10 (3) ◽  
pp. 470-492 ◽  
Author(s):  
Ju Huang ◽  
Shijing Xu
Keyword(s):  
Narrative Inquiry ◽  
Teacher Induction ◽  
Teacher Development ◽  
Cross Cultural ◽  
West China ◽  
Chinese Teacher

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Li Danli
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Pedagogical Tool ◽  
Teacher Student ◽  
Student Dialogue ◽  
Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

Policy Impact on Teacher Induction

2016 ◽  
pp. 595-617
Author(s):  
Amanda R. Bozack
Keyword(s):  
Student Achievement ◽  
Teacher Induction ◽  
Teacher Development ◽  
Leading Edge ◽  
Induction Programs ◽  
Induction Program ◽  
Teachers And Students ◽  
Improve Student Achievement ◽  
Induction Practices ◽  
And Performance

During the 1980s Connecticut was on the leading edge of national educational reform, developing performance standards for teachers and students, creating a tiered licensure structure, and implementing a state-wide comprehensive, multi-year teacher induction program tied to teacher certification. Since then, many states and districts have begun to implement induction programs as a way to enhance teacher retention and performance and improve student achievement. However, the literature base on successful implementation is limited, as is the research on the effectiveness of specific induction practices as related to teacher development and student achievement. This chapter focuses on informing policy makers and educational administrators about the broad landscape of induction in the United States and explores how Connecticut's rich history with induction can serve other states considering adoption of a comprehensive induction policy. Research concerns are also explored.

Cross-Cultural and Multicultural Narrative Inquiry

2021 ◽  
Author(s):  
Candace Schlein ◽  
Elaine Chan ◽  
JoAnn Phillion
Keyword(s):  
Narrative Inquiry ◽  
Teaching And Learning ◽  
School Experiences ◽  
Cross Cultural ◽  
Policy And Practice ◽  
Multicultural Curriculum ◽  
Teachers And Students ◽  
Cultural Curriculum ◽  
Research In Education ◽  
Experiential Research

There is a need to move from a policy curricular perspective to a pragmatic orientation of the curriculum so that issues of teaching and learning may sharpen into focus in relation to learning interactions between teachers and students. An experiential perspective on the curriculum through narrative inquiry would contribute significantly to the existing literature. Further work highlighting students’ and teachers’ lives serves to underscore natural overlaps between cross-cultural and multicultural vantages on research in education. Narrative inquiry work in the areas of multicultural curriculum and cross-cultural curriculum are seminal for supporting a vision emphasizing experience. Data drawn from experiential research that combines multicultural curriculum and cross-cultural curriculum may inform policy and practice from a contextualized vantage. Narrative inquiries that adopt multicultural and cross-cultural lenses represent tremendous potential for extending educator professional development and enhancing understanding of students’ school experiences.

scholarly journals Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective

10.28945/4785 ◽  
2021 ◽  
Vol 16 ◽  
pp. 395-428
Author(s):  
Shihua C Brazill
Keyword(s):  
Identity Development ◽  
Cultural Capital ◽  
Narrative Inquiry ◽  
Doctoral Students ◽  
Cross Cultural ◽  
Future Research ◽  
Land Grant ◽  
Cultural Socialization ◽  
Strength Based ◽  
International Doctoral Students

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

scholarly journals The Effect of EFL Teachers’ Training in Rural West China: Evidence From Phonics-oriented Program

2018 ◽  
Vol 11 (3) ◽  
pp. 40
Author(s):  
Yeqin Kang ◽  
Lijuan Liang
Keyword(s):  
Training Program ◽  
Teacher Development ◽  
Primary Schools ◽  
Compulsory Education ◽  
Ministry Of Education ◽  
West China ◽  
English Curriculum ◽  
Teachers Perceptions ◽  
Long Run ◽  
Efl Teachers

China has launched a nation-wide project of learning English as a “core” subject starting from the third grade in primary schools after the Ministry of Education (MOE) issued National English Curriculum Standards for Compulsory Education at the beginning of this century. However, EFL teachers are far from sufficient in rural schools, and thus students are in a more disadvantageous position compared to their peers in the urban area. To meet this need, many Zhuangang teachers are employed after being trained. This study examined a phonics-oriented training program in which scholars and practitioners cooperated to train EFL teachers and prospective trainers in rural west China. The current study collected data about EFL teachers’ perceptions on the effect of this program and student achievement. The results showed that the training program was quite effective with EFL teachers regarding the program as helpful and students obtaining significantly better scores. These findings indicate that phonics-oriented professional support system is a good way to make teacher development sustainable in the long run.

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