A Comparative Study of New Chinese Language Teachers’ Socialization Into the Profession

• In Event: Poster Session 9
  In Poster Session: Teacher Knowledge and Beliefs in the Context of Schooling

Abstract

This study investigated how new Chinese language teachers from different linguistic and cultural/ethnic backgrounds (from the U.S., the People’s Republic of China, and Taiwan) are socialized to teach Chinese as a foreign language in U.S. public K-12 schools, by focusing on four Chinese language teachers in a Chinese Teacher Certification Program at a Midwestern university in the United States. From the interactive perspective on teacher socialization proposed by Zeichner and Gore (1990) for educational research, this study found that the teacher education program, the schools, and the teachers themselves all helped shape the teachers’ knowledge of teaching and socialization. The four teachers experienced both similar and different processes of socialization, and their influence on their own contexts varied.

Author

• Wenxia Wang