Inside a Beginning Immigrant Science Teacher's Classroom: An Ethnographic Study

Autor/inn/en	Kern, Anne L.; Roehrig, Gillian; Wattam, Donald K.
Titel	Inside a Beginning Immigrant Science Teacher's Classroom: An Ethnographic Study
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 4, S.469-481 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Educational Strategies; Classroom Techniques; Ethnography; Global Approach; Science Teachers; Teacher Attitudes; Minority Groups; Immigrants; Teaching Methods; Beginning Teachers; Cultural Background; Case Studies; Cultural Differences; Asian Americans; Science Instruction; Role; Credibility; Trust (Psychology); Vietnamese People + Suchen Sie Ihr Suchwort? Lehrstrategie; Klassenführung; Ethnografie; Globales Denken; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Kultureller Unterschied; Asian immigrant; United States; Asiatischer Einwanderer; USA; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rollen; Glaubwürdigkeit
Abstract	Teaching is a highly personal endeavor shaped by "funds of knowledge" and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher's personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students' behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher's background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal "funds of knowledge" and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers' cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10