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ERIC Number: EJ1017251
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1673-341X
A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member
Cheng, Qiang; Wang, Jian; Zhang, Shaoan
Frontiers of Education in China, v8 n1 p123-146 2013
Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teaching culture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The study found the subject demonstrated an active process of adaptation during his border crossing and experienced multifaceted and ongoing identity development in which both Chinese culture and the culture that he embraced played important roles in reshaping and facilitating the development of his professional identity, teacher learning, and teaching practices.
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A