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ERIC Number: EJ1136127
Record Type: Journal
Publication Date: 2011-Jan
Abstractor: As Provided
Examining Classroom Negotiation Strategies of International Teaching Assistants
Williams, Gwendolyn M.
International Journal for the Scholarship of Teaching and Learning, v5 n1 Article 21 Jan 2011
From a constructivist point of view teacher identity evolves as the teacher interacts and negotiates with others. However, before negotiation can occur, instructors must establish their own teacher identity as a starting position. This narrative study analyzes how international teaching assistants negotiated with their American undergraduate students. Twenty participants engaged in two individual interviews and a videotaped classroom observation where the negotiation strategies were discussed and observed. Findings revealed that although experience improved their negotiation skills, many international teaching assistants struggled with negotiating with students because they did not understand the students' background. Furthermore, cultural norms influenced how participants approached the negotiating process. The implications of cultural norms in cross-cultural teacher negotiation are discussed.
Descriptors: Foreign Students, Teaching Assistants, Professional Identity, Undergraduate Students, Interpersonal Relationship, Interpersonal Communication, Cross Cultural Training, Communication Skills, Persuasive Discourse, Intercultural Communication, Cultural Awareness, Barriers, Classroom Communication, Teacher Student Relationship, Scaffolding (Teaching Technique), Cultural Differences, Problem Solving, Communication Strategies, Interviews, Personal Narratives
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: email@example.com; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A