Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences

Maddamsetti, Jihea; Flennaugh, Terry K.; Rosaen, Cheryl L.

doi:10.1080/1359866x.2017.1399983

Cited by 18 publications

(7 citation statements)

References 26 publications

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“…Although she was very aware of native and nonnative speaker status, she did not frame her experiences in terms of her ethnicity or in terms of non‐Whiteness. This finding echoes Maddamsetti, Flennaugh, and Rosaen’s () study which illustrates the experiences of a Chinese teacher candidate, Ling, who studied in a U.S.‐based teacher preparation program. Similar to Wan, Ling described herself as a member of language minority group but not as a student of color.…”

Section: Discussionsupporting

confidence: 74%

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Fan

Jong

2019

TESOL Journal

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This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.-based English as a second language (ESL) teacher preparation program. Using narrative inquiry to understand the participant's experience and perspectives of her professional identities as both an ESL teacher candidate and a Chinese language teacher in the United States, the study identified two key transitional periods: moving from China to the United States and transitioning from a student into a professional career. Findings underscore the dynamic nature of language teacher identities as individuals find themselves in different English language teaching contexts. The study also shows how professional identities are constructed in discourse and shaped by native speaker ideologies in the English language teaching field.In addition, the study reveals the dearth of critical reflection of Asian ethnic English language teachers on raciolinguistic ideologies obscuring their raciolinguistic identities and the crucial role that school climate plays in shaping teacher identities. The study calls for teacher candidates to have opportunities for critical reflection on their language teacher identities and critical analysis of curriculum and experiences in language teacher preparation programs.

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Section: Discussionsupporting

confidence: 74%

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Fan

Jong

2019

TESOL Journal

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“…COVID-19 telah memberikan dampak yang besar terhadap penyelenggaraan pendidikan internasional (Fischer, 2020). Sebelumnya, mahasiswa internasional telah memiliki tantangan berupa stereotip, perbedaan budaya dan isu terkait bahasa (Maddamsetti, Flennaugh & Rosaen, 2018). Ketika COVID-19 mewabah, tantangan seperti peralihan pembelajaran dari tatap muka ke daring (Demuyakor, 2020) dan permasalahan terkait rasisme menjadi tambahan kompleksitas yang harus dihadapi oleh mahasiswa internasional, khususnya yang berasal dari negara-negara Asia.…”

Section: Landasan Konseptual Mahasiswa Internasional Dan Covid-19unclassified

The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

Supiani¹,

Rafidiyah²,

Yansyah³

et al. 2020

jis

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This narrative study aims to explore the emotional experiences of two Indonesian students pursuing a doctorate (PhD) degree in Australia during the COVID-19 pandemic. Drawing on semi-structured interview data, we found that the prevalence of COVID-19 affected the participants’ emotions and behaviors. Both participants experienced different emotions and behaviors in facing various challenges during the pandemic. The study stresses the importance of independence, family support, social support, and university support that the participants needed to reduce their anxiety and stress due to some social restrictions during the outbreak of COVID-19, especially for those who are extrovert.

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“…It can be inferred that their cognitions are conditioned by the way students make judgment on teachers. Results indicate that “becoming a good teacher depends on many cultural and linguistic assumptions that are linked to microaggression” ( Maddamsetti et al, 2018 , p. 148). This might be the reason why this particular teacher was so much focusing on student needs.…”

Section: Findings and Discussionmentioning

confidence: 99%

A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction

Qiang

Zhang

2021

Front. Psychol.

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There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support for focus-on-form instruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted from focus-on-form to focus-on-formS instruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surrounding focus-on-form and would like to take an easier approach by only teaching the grammar of the language by focusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed.

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Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences

Cited by 18 publications

References 26 publications

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction

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