Résumés
Abstract
In the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that teachers’ career difficulties arise from the use of teaching strategies that do not align well with the environments of the host schools and from insufficient cultural sensitivity. Moreover, inadequate pre-service training and limited professional development opportunities exacerbate these challenges, prompting self-directed transformative learning efforts. The findings also emphasize how tailored training combined with teachers' transformative learning initiatives can effectively address and mitigate the difficulties faced in transnational teaching environments. This study provides valuable insights into the preparation for transnational educators navigating cross-cultural teaching landscapes, thereby contributing to the discourse on international teacher-exchange programs.
Keywords:
- Professional Development,
- Transnational Language Teaching,
- United States
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Biographical notes
Dr. Yu Wu is a research assistant professor at the Center for Research in Educational Policy within the College of Education at The University of Memphis. With extensive experience, she specializes in designing both qualitative and quantitative research studies. Dr. Wu’s research explores how teachers' professional learning experiences may be influenced by various social contexts and school leadership practices, as well as how teachers build their professionalism as they grow.
Dr. Huan Gao is an assistant professor in the Department of Instruction and Curriculum Leadership at The University of Memphis. Her scholarly work focuses on the intersections of literacies, multilingualism, transnationalism, and educational diversity. Dr. Huan offers a valuable insider's perspective as a previous Chinese teacher, enriching the research with her first-hand experiences.
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