ERIC Number: EJ1172298
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Who Should Teach? A Chinese Teacher Candidate's Understandings of A Good Teacher and Racialised Experiences
Maddamsetti, Jihea; Flennaugh, Terry K.; Rosaen, Cheryl L.
Asia-Pacific Journal of Teacher Education, v46 n2 p148-166 2018
Being a good teacher depends on many cultural and linguistic assumptions. Dominant definitions of a good teacher are often based on these implicit assumptions. Probing notions of a good teacher, we examine the endeavors of a Chinese international pre-service teacher, Ling, to become a "good teacher" through her encounters with micro-aggression in the context of her coursework and fieldwork at a U.S. university. The data presented here were collected through semi-structured interviews and field notes from 2014 to 2015 as part of a larger ethnographic case study. We find that the process of becoming a good teacher depends on many cultural and linguistic assumptions that are linked to micro-aggression. We conclude by reflecting on Ling's understanding of a good teacher in light of dominant views on the matter and her ambivalence to speak up, and make recommendations for further research to allow for alternative views of good teachers to coexist.
Descriptors: Preservice Teachers, Teacher Effectiveness, Preservice Teacher Education, Semi Structured Interviews, Ethnography, Case Studies, Foreign Students, Teacher Education Programs, Mentors, Foreign Countries, Interaction, Aggression, Cultural Differences, Asians, Field Studies, Notetaking, Gender Differences, Racial Differences, Ethnic Groups, Participant Observation
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: China; Michigan
Grant or Contract Numbers: N/A