Poster #30 - Becoming a Teacher in the United States: Professional Identity of International Teacher Candidates From China

• In Event: 43.081 - MTCC Poster Session Nine
  In Poster Session: 43.081-4 - Using Culturally Responsive Practices and Storytelling as a Pedagogy to Increase All Students' Sense of Belonging in School

Abstract

This qualitative action research study intended to gain insights into language and identity development of Chinese international teacher candidates in a US program. Participants were Chinese teachers enrolled in a teacher licensure program in the northwestern US, which prepares international teachers for teaching careers in US public schools. Data were collected from observations, advising notes, interviews, and focus group. The Chinese teacher candidates in this program struggled with language proficiency and cultural competency throughout university course work and student teaching experiences. This caused feelings of failure and rejection. Insights gained from this study informed changes to the program and allowed the development of improved structures to mentor and support international teacher candidates’ transitioning into US public schools.

Authors

• Bernd Richard Ferner, Portland State University

• Jing Chen, Portland State University