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dc.contributor.advisorGonzalez-Bueno, Manuela
dc.contributor.authorJiang, Zhuojun
dc.date.accessioned2018-02-18T19:17:16Z
dc.date.available2018-02-18T19:17:16Z
dc.date.issued2017-05-31
dc.date.submitted2017
dc.identifier.otherhttp://dissertations.umi.com/ku:15313
dc.identifier.urihttp://hdl.handle.net/1808/25962
dc.description.abstractThis study tried to understand how teacher education programs and the practices in American K-12 schools shaped beliefs and behaviors of Chinese language teachers through the theoretical framework of Lacey’s theory of teacher socialization. Under this overarching purpose of the study, the interactions these novice Chinese language teachers had within the contexts of their teacher training programs and K-12 schools were examined by analyzing the social strategies they applied in corresponding contexts. Seven novice Chinese language teachers with various language, educational, and work backgrounds were interviewed for this study. The findings from surveys and in-depth interviews revealed the teachers were trying to establish themselves as authorities in the profession of teaching. In addition, some seemingly contradictions on the interpretations and choices these participants made within both the contexts of graduate schools and K-12 schools disclosed these teachers’ demands on the practicality of the teacher education programs at graduate school level. The need for support, recognition, and appreciation at schools were expressed by the participants in this study as well. The findings of this study suggested that the graduate programs that collaborated teacher education with local schools would be beneficial for novice Chinese language teachers to have a smoother transition. Additionally, integrating all aspects of teacher knowledge in teacher education programs, especially the knowledge of themselves as language teachers and the teacher profession, was indicated by the findings of the study. Some contradictions on choices of social strategies between NS and NNS novice teachers of Chinese also provided some insights for school administrators in terms of understanding teacher candidates and establishing sustainable development environment for Chinese language programs in American K-12 schools.
dc.format.extent231 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectForeign language education
dc.subject
dc.titleFrom graduate schools to K-12 schools: the transformation of Chinese language teachers ---- Understanding the socialization process of novice Chinese language teachers in the U.S.
dc.typeDissertation
dc.contributor.cmtememberTwombly, Susan B
dc.contributor.cmtememberHallman, Heidi L
dc.contributor.cmtememberCho, Hyesun
dc.contributor.cmtememberLi, Yan
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
dc.identifier.orcid
dc.rights.accessrightsopenAccess


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