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1028 jessica presentation

  1. 1. Cross-cultural immersion in China: Preparing Pre-service elementary teachers to work with diverse student populations in the United States Presenter: Jessica Wu Advisor: Dr. Chin-Ying Philip Lin Instructor: Dr. Pi-Ying Teresa Hsu Date: October 28, 2013
  2. 2. Citation • Zhao, Y., Meyers, L. & Meyers, B. (2009). Cross-cultural immersion in China: Preparing pre-service elementary teachers to work with diverse student populations in the United States. Asia-Pacific Journal of Teacher Education, 37(3), 295-317. 2
  3. 3. Contents Introduction Literature review Methodology Result Conclusion Future Study 3
  4. 4. Introduction 4
  5. 5. Introduction • Background American schools have become increasingly diverse in the past decade. More and more classes with a greater diversity of cultures and languages have emerged in many pasts of the country. 5
  6. 6. Introduction • Background • Pre-service teachers are not adequately prepared to teach these students, especially when the students’ ethnic and cultural backgrounds differ from that of the pre-service teachers’. 6
  7. 7. The purpose of study • To investigate pre-service teachers’ perceptions of their overseas student teaching and how this experience might affect their future teaching in culturally diverse school settings in the United States. 7
  8. 8. Gap • Although there is an increase in the number of American students going to Asian countries in recent years, there is a lack of research exploring American pre-service student teachers’ elementary teaching experiences in Asian Countries. 8
  9. 9. Literature Review 9
  10. 10. Literature Review • Cross-cultural immersion experiences have been considered an effective way to help preservice teachers achieve the goal of a broader and more global perspective. (Gay, 2000; Nieto, 2006) 10
  11. 11. Literature Review • Cross-cultural experiential learning would assist pre-service teachers to better understand their students’ cultures and to teach through their own cultural and experiential filters. (Gay,2000; Nieto, 2006) 11
  12. 12. Literature Review • Many educators believe that, to work more successfully with culturally diverse students, teachers need to adopt a culturally responsive pedagogical stance. (The Education Alliance, 2006; National Education Association, 2008) 12
  13. 13. Research Questions • Q1: How did pre-service teachers perceive their cross-cultural student teaching experience in Chinese schools? • Q2: How did they perceive their professional and personal growth as a result of this cross-cultural teaching experience? • Q3: How can a culturally responsive pedagogical stance be developed during a cross-cultural immersion experience? 13
  14. 14. Methodology 14
  15. 15. Methodology 10 undergraduate pre-service elementary education student teachers One male/ nine females From 21 to 55 years participants China Xingdu Four-week cultural immersion experience 15
  16. 16. Methodology ‘Lab School’ of the university large class sizes ‘Charter School’ smaller class sizes 10 American student teachers 16
  17. 17. Interview Protocol • Questions asked before going to China during student teaching in United States: Tell me why you want to participate in this study abroad 1 program (in China). Tell me about your student teaching experiences in your 2 school placement in the US. How do you think your teaching experiences in the US will 3 affect your teaching in China? What do you expect from this cross-cultural teaching 4 experience (in China)? 5 What concerns you most? 6 How are you prepared for teaching in China? 17
  18. 18. Interview Protocol • Questions asked upon completion of student teaching in China: 1 Describe your trip to China. Please be specific. Tell me about your teaching and learning experiences in 2 China. How is the US teaching experience different from the Chinese teaching experience? What stood out the most for you during this cross-cultural 4 student teaching experience? 3 5 Were your expectations realized? Why or Why not? 6 How might this experience affect your teaching in American schools? 18
  19. 19. Result 19
  20. 20. Result Q1: How did pre-service teachers perceive their cross-cultural student teaching Participants’ dialogue experience in Chinese schools? It has been a challenging experience trying to balance between the American style of teaching and the Chinese Student teachers perceived this cross-cultural style. With the lack of resources and having to teach over immersion it made it in China as extremely 100 students,experience difficult to teach. beneficial to their future teaching career, nothing that they gained knowledge, skills and insights as a result of their participation. 20
  21. 21. Result Q2: How did they perceive their professional and personal growth as a result of this Participants’ dialogue cross-cultural teaching experience? Michelle learned a lot of teaching strategies from her Chinese mentoring teacher in creating, strategies for They learned new and effective teachingdesigning and implementing classroom dialogues Chinese counterparts. second-language learners from their and improvisational scenarios that are both amusing and relevant to Chinese culture and to be more They learnedstudent life. flexible and collaborative in teaching in general. 21
  22. 22. Result Q3: How can a culturally responsive pedagogical stance be developed during a Participants’ dialogue cross-cultural immersion experience? Stacy has learned how to teach students who do not speak the same language as you do. She have learned be to A culturally responsive pedagogical stance can how help other professionals and how immersion experience, nurtured through a cross-cultural to collaborate so that everyone moves forward. and opportunities for pre-service teachers to go abroad have become more feasible in recent years. 22
  23. 23. Conclusion 23
  24. 24. Conclusion • Teacher education programs ought to provide pre-service teachers with similar opportunities to help them develop the necessary attitudes, skills and competencies, they need in order to work more effectively with culturally diverse students. 24
  25. 25. My Future Study 25
  26. 26. Future Study Interview The male senior high foreign teacher Open-ended questions Time: 1-2 hours Observation Visual Verbal Tone Body language Recording Pen Contents Class observation Teaching situation Students behavior Four weeks (March ) 26
  27. 27. Open-ended questions Part Two: Before coming to Taiwan Part one: Shortly after coming to Taiwan Part three: Now in Taiwan Part Four: Academic culture in distance Where experience any culture shock when • Did youare you from? Please share some you important information about in your daily life or • first came toany culture shock or any cross-cultural Is there still Taiwan, includingyourself. job? adjustment problems in your daily life? For example, • What impressed you most when you were FIRST any living problems, such as food, or the weather? • teaching Taiwanese students, including positionAsia What was your impression about Taiwan or or impression? • negativecoming here? your problems when the first Who helped you with Where did you get you before • came do Taiwan? Did you have Asia?friends that How to you deal with those or close information about Taiwan living problems now? you could trust and talk to NOW when • What are still the problems at that time? you’re teach • Taiwanesehelp you with those living problems Who can students? languages have you learned? • How many foreign • Di d youyou have any Taiwanese friends that you now?do have any teaching problems when you first Does Taiwanese your English taughtit influencestudents here?ofteaching? can trust, talk to or get help from? • What are the strength/weakness Taiwanese students, compared with England students? 27
  28. 28. Thank you for listening. 28
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