A Study of Novice Chinese Language Teachers' Self-Identified Issues: Evidence From 18 K–12 Teachers

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-2 - An International Survey of the Status of Teacher Education and Retention

Abstract

This study examined what teaching issues do novice Chinese language teachers confront. We collected 373 reflection journals and 240 written questions of 18 teachers from their 2-year coursework of a field experience course. A three dimensional framework (i.e., pedagogical, affective, and cultural issues; Huberman, 1989) was adopted for data analysis and 827 issues were identified. Findings suggest that pedagogical issues occupy 90% attentions of teachers, but affective and cultural issues have significant impact on novice Chinese language teachers’ emotional well-being. Within pedagogical issues, classroom instruction, classroom management, student engagement are the top three aspects that teachers most frequently concern. Besides, novice Chinese language teachers shift their

Authors

• Wei Liao, Beijing Normal University

• Rui Yuan, The Chinese University of Hong Kong