國立虎尾科技大學 |

Narrative Inquiry into Understanding Chinese Teachers' Lived Experiences : = Interculturalism, Intercultural education, and Teacher Identity Development.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Narrative Inquiry into Understanding Chinese Teachers' Lived Experiences :/
其他題名:	Interculturalism, Intercultural education, and Teacher Identity Development.
作者:	Wang, Qing.
面頁冊數:	1 online resource (218 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Multicultural Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355613667

Narrative Inquiry into Understanding Chinese Teachers' Lived Experiences : = Interculturalism, Intercultural education, and Teacher Identity Development.
Wang, Qing.

Narrative Inquiry into Understanding Chinese Teachers' Lived Experiences :Interculturalism, Intercultural education, and Teacher Identity Development. - 1 online resource (218 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2017.

Includes bibliographical references

Globalization brings the trend that intercultural teacher recruitment and migration become more prominent, and teaching internationally is a worldwide phenomenon. My research is aimed at examining Chinese intercultural teachers' lived experiences and identity development from a theoretical perspective of interculturalism. I employed narrative inquiry as the research methodology to explore the experiences of five Chinese teachers who have teaching experiences in China and in the U.S. To understand the Chinese teachers' lived experiences and to explore their identity development, I examined the personal disposition and social contexts in which these teachers lived and worked, teaching practices in different cultures, and relationships they developed with their students, parents, and colleagues.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355613667Subjects--Topical Terms:

1179578
Multicultural Education.
Index Terms--Genre/Form:

554714
Electronic books.

Narrative Inquiry into Understanding Chinese Teachers' Lived Experiences : = Interculturalism, Intercultural education, and Teacher Identity Development.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
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502 $a Thesis (Ph.D.)--Purdue University, 2017.
504 $a Includes bibliographical references
520 $a Globalization brings the trend that intercultural teacher recruitment and migration become more prominent, and teaching internationally is a worldwide phenomenon. My research is aimed at examining Chinese intercultural teachers' lived experiences and identity development from a theoretical perspective of interculturalism. I employed narrative inquiry as the research methodology to explore the experiences of five Chinese teachers who have teaching experiences in China and in the U.S. To understand the Chinese teachers' lived experiences and to explore their identity development, I examined the personal disposition and social contexts in which these teachers lived and worked, teaching practices in different cultures, and relationships they developed with their students, parents, and colleagues.
520 $a Interviews with my five teacher participants were conducted over a period of one year. Other forms of data included autobiographies, artifacts, art work, field-notes, research journal reflections, and theoretical memos. Data were transcribed and filed into an archival system. I used Polkinghorne's (1995) narrative analysis and Barone's (2007) narrative construction for my data analysis.
520 $a Through detailed examination of the Chinese teachers' narratives, lived experiences, and stories, I concluded that my Chinese teachers' behaviors and intercultural experiences were embodied with the tenets of interculturalism theory; narrative inquiry functioned as a tool to improve intercultural teachers' teaching practices and pedagogy; and the Chinese teachers' identity closely adhered to their culture root or the landscape in which they grew or received education. This study suggests that intercultural teacher's preparation and development program should be highlighted, intercultural teachers' own cultures and lived experiences need to be valued, and narrative inquiry as an action-oriented method to reflect teachers' teaching practices and improve their pedagogy is to be promoted.
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538 $a Mode of access: World Wide Web
650 4 $a Multicultural Education. $3 1179578
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Purdue University. $b Curriculum and Instruction. $3 1181614
773 0 $t Dissertation Abstracts International $g 79-07A(E).
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