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Identity Construction of Internation...

Li, Rong.

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Identity Construction of International Chinese Teachers Working Overseas within the Context of Community of Practice: Cases of Teachers Working in the U.S.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identity Construction of International Chinese Teachers Working Overseas within the Context of Community of Practice: Cases of Teachers Working in the U.S./
Author:	Li, Rong.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	226 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012234
ISBN:	9780438659360

Identity Construction of International Chinese Teachers Working Overseas within the Context of Community of Practice: Cases of Teachers Working in the U.S.
Li, Rong.

Identity Construction of International Chinese Teachers Working Overseas within the Context of Community of Practice: Cases of Teachers Working in the U.S. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 226 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This item must not be sold to any third party vendors.

This study focuses on international Chinese language teachers working overseas in an attempt to describe the process and characteristics of their identity construction, from the perspective of their experience of cross boundary in the communities of practice. It examines the process of teacher identity construction from the aspects of teacher learning, especially the function of reflection as a learning mechanism, in order to ascertain the characteristics, qualities and development trends of international Chinese language teachers working in a cross-cultural context. This study puts forward suggestions for the professional development of international Chinese language teachers. Chapters 1 to 3 review the development of the Promoting Chinese as an international language policy and the professional development of international Chinese language teachers as a professional group. An analysis of the concept of teacher identities is carried out according to constructivist theoretical perspective through literature review. The research ideas are based on the analytical framework of Wenger's community of practice theory. Boundary crossing experiences in international language teachers' participation in the different communities of practice are the breakthrough point of the analysis. The process, characteristics and influential factors of the identity construction of the international Chinese language teachers have been found from two aspects: i.) teachers' learning; and ii.) teachers' reflection analysis. As a quality study, a case study methodology has been implemented. The research has been carried out by using both in-depth interviews and by collecting documents including government reports, teaching plans, and other collective qualitative data. 10 teachers from 6 different schools participated in the research. Interview transcripts and other dated collected were analyzed in three steps, including open codingCaxial coding and selective coding. Chapter 4 discusses the characteristics of community of practice which Chinese language teachers adopt in their overseas programming. The distinction between different types of community practice are analyzed, including the path, degree and quality of teachers' participation. Chapter 5 summarizes the learning process of international Chinese language teachers in "border crossing" process. This analysis determined that teachers' identity follows a process of four important steps involving 1.) initial contact with different processes and accepting differences as a "recognition" process; 2.) the "coordination" process of coping with challenges at work through self-adjustment; 3.) the process of establishing and adopting a new perspective of "reflection"; and 4.) the "transformation" process of establishing new teaching concepts and teaching methods on the basis of their practice. Chapter 6 analyzes the developmental difficulties of the international Chinese language teacher's identity construction, including lack of cooperation, passive investment, lack of initiative and tension in the teaching process. The study then suggests that active learning and communication are two crucial factors in the construction process of a teachers' identity. Then the study identifies reflection as an important driving force affecting the degree of identity construction, while analyzing the causes, basis and conditions of reflection throughout the process. Finally, this study analyzes contextual factors of the construction of teachers' identity, including personal factors, social cultural factors, policy system factors, and interpersonal relationships. In summary, this study presents a number of practical suggestions for improving the professional development of international Chinese language teachers.

ISBN: 9780438659360Subjects--Topical Terms:

516579
Education.

Identity Construction of International Chinese Teachers Working Overseas within the Context of Community of Practice: Cases of Teachers Working in the U.S.
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506 $a This item must not be added to any third party search indexes.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This study focuses on international Chinese language teachers working overseas in an attempt to describe the process and characteristics of their identity construction, from the perspective of their experience of cross boundary in the communities of practice. It examines the process of teacher identity construction from the aspects of teacher learning, especially the function of reflection as a learning mechanism, in order to ascertain the characteristics, qualities and development trends of international Chinese language teachers working in a cross-cultural context. This study puts forward suggestions for the professional development of international Chinese language teachers. Chapters 1 to 3 review the development of the Promoting Chinese as an international language policy and the professional development of international Chinese language teachers as a professional group. An analysis of the concept of teacher identities is carried out according to constructivist theoretical perspective through literature review. The research ideas are based on the analytical framework of Wenger's community of practice theory. Boundary crossing experiences in international language teachers' participation in the different communities of practice are the breakthrough point of the analysis. The process, characteristics and influential factors of the identity construction of the international Chinese language teachers have been found from two aspects: i.) teachers' learning; and ii.) teachers' reflection analysis. As a quality study, a case study methodology has been implemented. The research has been carried out by using both in-depth interviews and by collecting documents including government reports, teaching plans, and other collective qualitative data. 10 teachers from 6 different schools participated in the research. Interview transcripts and other dated collected were analyzed in three steps, including open codingCaxial coding and selective coding. Chapter 4 discusses the characteristics of community of practice which Chinese language teachers adopt in their overseas programming. The distinction between different types of community practice are analyzed, including the path, degree and quality of teachers' participation. Chapter 5 summarizes the learning process of international Chinese language teachers in "border crossing" process. This analysis determined that teachers' identity follows a process of four important steps involving 1.) initial contact with different processes and accepting differences as a "recognition" process; 2.) the "coordination" process of coping with challenges at work through self-adjustment; 3.) the process of establishing and adopting a new perspective of "reflection"; and 4.) the "transformation" process of establishing new teaching concepts and teaching methods on the basis of their practice. Chapter 6 analyzes the developmental difficulties of the international Chinese language teacher's identity construction, including lack of cooperation, passive investment, lack of initiative and tension in the teaching process. The study then suggests that active learning and communication are two crucial factors in the construction process of a teachers' identity. Then the study identifies reflection as an important driving force affecting the degree of identity construction, while analyzing the causes, basis and conditions of reflection throughout the process. Finally, this study analyzes contextual factors of the construction of teachers' identity, including personal factors, social cultural factors, policy system factors, and interpersonal relationships. In summary, this study presents a number of practical suggestions for improving the professional development of international Chinese language teachers.
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