Challenges, Professional Development, and Self-Learning: Experiences of Confucius Institute Chinese Teachers in the United States

• In Event: Teacher Perspectives on Professional Learning Experiences

Abstract

Educators and scholars have been increasingly interested in the cross-cultural topic because of the growing globalization of education. This qualitative study continued existing lines of research into Confucius Institute (CI) Chinese teachers by noting their various teaching challenges in the US K–12 settings and empirically exploring their professional development experience. The findings revealed CI Chinese teachers’ intertwined cultural and professional challenges along with their mixed feeling about Hanban (Chinese Confucius Institute Headquarters) pre-service teacher training and afterward CI professional development activities. This paper underlined the importance of sufficient institutional support as well as teachers’ personal effort in tackling their professional challenges. This study sheds light on the cross-cultural teaching preparation programs and transnational educators involved with Confucius Institute.

Author

• Yu Wu, University of Memphis