Date of this Version
This qualitative case study targeted the perceptions of Chinese teachers (n= 7) who had teaching experiences in China or Taiwan and the challenges they faced in transitioning to teach non-native Chinese students in U.S. classrooms, specifically about their teaching beliefs, styles, pedagogy, classroom management strategies which may be different from that of American education system. Results showed that Chinese teacher participants encountered numerous challenges including language barriers and culture shock, different perceptions and expectations of the roles of the teacher and students, communication with parents, different teaching pedagogies and styles, classroom management, and inclusion of students with special needs. The main findings suggest that Chinese teachers need to be prepared to face the hurdles of having more responsibilities in classroom management, inclusion of students with disabilities, and communication with parents in the U.S. classrooms and acquire knowledge and skills of American teaching pedagogies, classroom management and special education.
Advisor: Aleidine J. Moeller