Who Should Teach? A Chinese Teacher Candidate's Understandings of A Good Teacher and Racialised Experiences

Autor/inn/en	Maddamsetti, Jihea; Flennaugh, Terry K.; Rosaen, Cheryl L.
Titel	Who Should Teach? A Chinese Teacher Candidate's Understandings of A Good Teacher and Racialised Experiences
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 2, S.148-166 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1399983
Schlagwörter	Preservice Teachers; Teacher Effectiveness; Preservice Teacher Education; Semi Structured Interviews; Ethnography; Case Studies; Foreign Students; Teacher Education Programs; Mentors; Foreign Countries; Interaction; Aggression; Cultural Differences; Asians; Field Studies; Notetaking; Gender Differences; Racial Differences; Ethnic Groups; Participant Observation; China; Michigan + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Ethnografie; Case study; Fallstudie; Case Study; Ausland; Interaktion; Kultureller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Praxisforschung; Geschlechterkonflikt; Rassenunterschied; Ethnie; Teilnehmende Beobachtung
Abstract	Being a good teacher depends on many cultural and linguistic assumptions. Dominant definitions of a good teacher are often based on these implicit assumptions. Probing notions of a good teacher, we examine the endeavors of a Chinese international pre-service teacher, Ling, to become a "good teacher" through her encounters with micro-aggression in the context of her coursework and fieldwork at a U.S. university. The data presented here were collected through semi-structured interviews and field notes from 2014 to 2015 as part of a larger ethnographic case study. We find that the process of becoming a good teacher depends on many cultural and linguistic assumptions that are linked to micro-aggression. We conclude by reflecting on Ling's understanding of a good teacher in light of dominant views on the matter and her ambivalence to speak up, and make recommendations for further research to allow for alternative views of good teachers to coexist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01