Developing Classroom Management Strategies in Non-Native Culture

A Single Case Study

Bibliographic Data

ID12392197
AuthorsXianquan Liu (0000-0002-4313-3677, University of Nebraska–Lincoln, corresponding author), Wayne A Babchuk (University of Nebraska–Lincoln), Wayne Babchuk (University of Nebraska–Lincoln)
Year2018
Publication date2018-04-07
Open AccessYes
TypeARTICLE
VenueQualitative Report (JOURNAL)
Journal identifiersISSN: 1052-0147 • E-ISSN: 2160-3715
PublisherNova Southeastern University (PUBLISHER • US)
DOI10.46743/2160-3715/2018.3233
OpenAlexW2795807919
LanguageEN
References cited7

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs

Classroom management · Coping (psychology · Feeling · Mathematics education · Pedagogy · Practicum · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies · Social Psychology

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