Journal articles: 'Asian teachers'

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Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 1. http://dx.doi.org/10.11591/ijere.v7i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.

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Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (January 22, 2018): 1. http://dx.doi.org/10.11591/ijere.v1i1.7635.

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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.

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Rundall, Richard, and Fernando Hernandez. "Asian Teachers: A New Dimension." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 2 (October 1986): 91–92. http://dx.doi.org/10.1080/00098655.1986.9959293.

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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.

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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

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Bracey, Gerald W. "Why So Few Asian American Teachers?" Phi Delta Kappan 83, no. 1 (September 2001): 14–16. http://dx.doi.org/10.1177/003172170108300107.

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Subedi, Binaya. "Contesting racialization: Asian immigrant teachers' critiques and claims of teacher authenticity." Race Ethnicity and Education 11, no. 1 (March 2008): 57–70. http://dx.doi.org/10.1080/13613320701845814.

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Gao, Fang. "Imagined community, identity, and Chinese Language Teaching in Hong Kong." Journal of Asian Pacific Communication 22, no. 1 (February 10, 2012): 140–54. http://dx.doi.org/10.1075/japc.22.1.08gao.

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Second language (L2) teaching and learning is mediated by imagined community involving positioning learners themselves or being positioned by others in possible worlds. This research explores how Chinese language subject teachers in Hong Kong imagine the possible memberships of the communities in which South Asian learners will participate, and how the imagination makes a difference to their pedagogies and classroom practice. Through classroom observations and interviews with 14 secondary school teachers, research findings illustrate that the teachers treat South Asian learners as legitimate ethnic minorities in Hong Kong, while labeling them as illegitimate Chinese language users and second-class citizens in the host society. This imagination, while reflecting the subordinate position South Asians occupy, has an impact upon the teachers’ pedagogies and classroom practice, which are oriented to the instruction of basic language knowledge, albeit being sensible of South Asian culture and customs. The research results suggest that imagining L2 learners as multilingual individuals and legitimate L2 users is a necessary condition to break the structural constraints on L2 acquisition.

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Lim, Sovannarith. "Learning to Teach Intelligible Pronunciation for ASEAN English as a Lingua Franca: A Sociocultural Investigation of Cambodian Pre-service Teacher Cognition and Practice." RELC Journal 47, no. 3 (August 1, 2016): 313–29. http://dx.doi.org/10.1177/0033688216631176.

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English has been referred to as a lingua franca for the Association of Southeast Asian Nations (ASEAN). As the region moves towards establishing the ASEAN Economic Community (AEC), the diversity of pronunciation of the ASEAN member states is seen as a forefront issue for English language teaching (ELT). From a sociocultural perspective, this study explored teachers’ cognitions about pronunciation instruction and their classroom practice. The findings were based on qualitative data collected from three pre-service non-native English teachers. All the findings were based on these multicultural and multilingual context. Data were obtained from interviews and practicum-teaching observations and were coded and analysed thematically to understand the teachers’ emic perspectives of pronunciation instruction. Four themes emerged from the data and were discussed in relation to the 2015 AEC, based on which I challenge the current status of English as a foreign language in the Cambodian ELT mindset. Briefly, these themes include the teachers’ self-acknowledgement of their own pronunciation, the perceived goal of pronunciation instruction, their approaches to teaching pronunciation and their attitudes towards ASEAN English as a lingua franca (ELF). The article concludes with implications for English language teacher education in Cambodia and beyond and calls for more research to expand the ASEAN ELF literature.

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Rong, Xue Lan, and Judith Preissle. "The Continuing Decline in Asian American Teachers." American Educational Research Journal 34, no. 2 (January 1997): 267–93. http://dx.doi.org/10.3102/00028312034002267.

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Sereni, Luthfi Nicola, and Elih Sutisna Yanto. "A STORY OF SOUTH-EAST ASIAN TESOL WHY TEACH ABROAD: ITS OPPORTUNITIES AND CHALLENGES." Journal of Languages and Language Teaching 9, no. 3 (July 27, 2021): 264. http://dx.doi.org/10.33394/jollt.v9i3.3978.

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This study aimed to investigate a story from a South-East Asian TESOL teacher. The purpose of this study is to inspire and guide in-service and pre-service English teachers to teach EFL/ESL overseas either to native English-speaking or non-native English-speaking countries. The participant of the study is a BA TESOL Teacher from the Philippines teaching English in the Kingdom Saudi of Arabia. The data were collected through a semi-structured interview and analyzed through Braun & Clarke’s thematic analysis. The data then will be coded, read multiple times, and themes were assigned and generated. The findings describe that teaching abroad provides better prosperity and additive and transformative development for the teachers. However, teachers that aim to teach abroad should be globally accepted and possess proper identity and agency to overcome culture shock, language differences, homesickness as the common challenges of teaching abroad. Overall, teaching abroad should be considered greatly by teachers who are interested to receive a higher salary and involved various teachers’ development experience.

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Flores, Glenda M. "Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools." City & Community 14, no. 4 (December 2015): 410–32. http://dx.doi.org/10.1111/cico.12132.

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Controlling images, which are hegemonic racial ideologies that permeate social institutions, have been applied to racial/ethnic minority groups and individuals, but much less to space. In this article, I show how controlling images of school district space affect Latina teachers’ perceptions of immigrant Latinas/os racial positioning in U.S. racial hierarchies. Drawing on ethnographic data collected from two Southern California multiracial school districts, I find that Latina teachers working in Compton—a city comprising primarily Latino immigrants—are initially encouraged to leave for districts that are not associated with the “Black underclass.” Latina teachers in Rosemead, an ethnoburb comprising primarily Latinos and Asians, on the other hand, enroll their children there, and are able to access resources the more class heterogeneous Asian population provides. Ultimately, Latina teachers perceive undocumented Latina/o immigrants to be below African Americans and Asian Americans in local racial hierarchies due to political ostracism and relative valorization, respectively.

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An, Yi, Li Li, and Xiaoman Wei. "What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey." Social Behavior and Personality: an international journal 49, no. 5 (May 5, 2021): 1–13. http://dx.doi.org/10.2224/sbp.10359.

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Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility motivation to teach were significantly associated with teachers' selfefficacy in each location. In addition, at the school level, teachers in China who worked in private and urban schools had higher self-efficacy than those who worked in public and rural schools. Implications for improving teachers' self-efficacy in East Asia are discussed.

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Baker, Lottie L. "RE-CONCEPTUALIZING EFL PROFESSIONAL DEVELOPMENT: ENHANCING COMMUNICATIVE LANGUAGE PEDAGOGY FOR THAI TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 23. http://dx.doi.org/10.15639/teflinjournal.v27i1/23-45.

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The spread of globalization means an accompanying growth in the importance of English as a lingua franca. Efforts to increase English proficiency are especially pronounced in Southeast Asia with the opening of the ASEAN Economic Community in 2015. A common strategy to enhance English learning in Asian countries is to begin instruction at the primary level, but policymakers face the challenge of preparing teachers of young learners with the necessary content and pedagogical knowledge to provide high quality English education. This article reports on a professional development effort aimed to help Thai primary teachers of English integrate communicative language teaching approaches. After describing the Thai English education context and key project components, the author uses participant and trainer response data to identify factors that contribute to perceived quality of the project. From these findings, the author makes recommendations to re-conceptualize best practices in teacher professional development for Thai English teachers. Findings and recommendations are applicable both to Thailand and to other nations with EFL contexts.

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Naseem Rodríguez, Noreen. "“Caught Between Two Worlds”: Asian American Elementary Teachers’ Enactment of Asian American History." Educational Studies 55, no. 2 (May 30, 2018): 214–40. http://dx.doi.org/10.1080/00131946.2018.1467320.

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Miller, Paul Washington. "‘Tackling’ race inequality in school leadership: Positive actions in BAME teacher progression – evidence from three English schools." Educational Management Administration & Leadership 48, no. 6 (September 10, 2019): 986–1006. http://dx.doi.org/10.1177/1741143219873098.

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The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that ‘Britain is not a racist nation’, it nonetheless has, as described by Phillips in 2016, a ‘…deep sensitivity to…ethnic and cultural difference’. According to Miller, this sensitivity remains at the heart of a ‘deep-rooted and continuing struggle among black, Asian and minority ethnic teachers and academics for equality and mutual recognition’. Drawing on Miller’s 2016 typology of educational institutions: engaged, experimenting, initiated and uninitiated, this paper presents evidence from three English headteachers of Multi-Academy Trusts who devise, implement and embed positive actions in the recruitment, development, retention and progression of staff of black, Asian and minority ethnic heritage. The objective of this study was to examine the work of school leaders/institutions in taking steps to improve black, Asian and minority ethnic teacher progression in England, by identifying and highlighting ‘what works’, and how. Furthermore, by treating each school/leader as a unique ‘case’, this paper shows their motivation (personal and professional), experiences of ‘race’, school contexts and the type/s of leadership required and used in these institutional contexts to change attitudes, cultures and behaviours.

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Chang, Doris F., and Amy L. Demyan. "Teachers' stereotypes of Asian, Black, and White students." School Psychology Quarterly 22, no. 2 (June 2007): 91–114. http://dx.doi.org/10.1037/1045-3830.22.2.91.

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Ghuman, Paul A. S. "Asian Teachers in British Schools: a qualitative study." European Journal of Teacher Education 17, no. 3 (January 1994): 171–86. http://dx.doi.org/10.1080/0261976940170304.

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Gnanarajan, Ariyaratnam Harry, Navaneethakrishnan Kengatharan, and Thirunavukkarasu Velnampy. "Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu." Qualitative Research in Education 9, no. 1 (February 28, 2020): 95. http://dx.doi.org/10.17583/qre.2020.4531.

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Teachers’ organizational citizenship behaviour (OCB) is the teacher behaviour that is discretionary, not directly or explicitly recognised by the formal reward system. The factors found to be determining Teachers’ OCB are different, hinging on country-culture specific nature. Research studies in the sphere of Teachers’ OCB have heretofore been overlooked in Sri Lanka and other similar Asian countries. Hence, this study aims at exploring the degree of prevalence of teacher OCB and its dominant determinants among the teachers in Sri Lanka. The study draws on in-depth qualitative data from interviews and the participants included a convenience sample of teachers and principals employed in secondary schools. The data were analysed deductively using content analysis method. The findings reveal that the teachers’ propensity to perform OCB - towards students, school and their colleagues - is on the decline. The determinants, such as work-family conflict, perceived organizational support, teacher values, teachers’ self-efficacy, student behaviour patterns, and teachers’ pupil control ideologies, seem to be dominant attributing to the low levels of teachers’ OCB.

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Che Mustafa, Mazlina, Azila Alias, and Juppri Bacotang. "Sociocultural Adaptation for Asian Immigrant English Language Learners." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1132–38. http://dx.doi.org/10.32861/jssr.spi6.1132.1138.

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This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev (1978); (ii) the notion of guided participation articulated by Barbara (2003) (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000); and by Krashen (1982); Krashen (1985) and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

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An, Sohyun. "Teaching race through AsianCrit-informed counterstories of school segregation." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 210–31. http://dx.doi.org/10.1108/ssrp-05-2017-0023.

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Purpose How can the author, as social studies methods instructors, assist future elementary teachers develop the knowledge and skills to engage young students in critical examinations of race and racism, and feel empowered to take action against racial oppression? The purpose of this paper is to share one of many possible ways of “doing race” in elementary social studies teacher education. Design/methodology/approach First, the author proposes the topic of school segregation as a relevant and engaging inroad for elementary students to learn about race and racism. Then, the author outlines and problematizes a dominant approach to teaching about school segregation in elementary classrooms and suggests an alternative approach informed by critical race theories. Next, the author provides counterstories to dispel the dominant narrative of school segregation from an Asian critical race theory perspective. This is followed by an explanation of the lesson the author teaches in the author’s elementary social studies methods course that utilizes these perspectives and counterstories. Findings By using Asian-American counterstories of school segregation, the lesson seeks to assist preservice elementary teachers in disrupting the dominant teaching practices and discourses around school segregation and helps preservice teachers develop the critical understandings and competencies needed to successfully teach about race and racism in elementary classrooms. Originality/value The author concludes by discussing the possibilities and implications of the lesson.

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Thoai, Ton Nu Linh. "Observing EFL teachers' use of formulaic language in class." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 1–20. http://dx.doi.org/10.25170/ijelt.v15i1.1410.

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Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.

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Kitano, Margie K. "Gifted Asian American Women." Journal for the Education of the Gifted 21, no. 1 (October 1997): 3–37. http://dx.doi.org/10.1177/016235329702100102.

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This article presents an analysis of personal, socialization, and structural factors affecting the life-span achievement of 15 Asian American women identified as gifted through a national retrospective study of highly achieving women from African American, Asian American, Latina, and White backgrounds. Interpreted within a cultural-ecological framework, findings support earlier research suggesting that Asian American parents' experiences of discrimination in this country encourage an intense focus on educational achievement and hard work as a way to ensure success. Teachers and schools, which similarly value hard work, reinforce this behavior. However, parents' and teachers' support of these women's academic achievement alone does not fully prepare them for the workplace, where they will need to consider career options, think critically about social issues, and respond effectively to institutional barriers. As adults in the workplace, gifted Asian American women find that hard work alone does not ensure advancement because of personal (e.g., self-doubt) and structural (e.g., stereotyping) obstacles. Nevertheless, gifted Asian American women find the workplace highly satisfying, stimulating, and challenging. Implications for educators are offered.

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Littlewood, William. "Communicative and task-based language teaching in East Asian classrooms." Language Teaching 40, no. 3 (June 20, 2007): 243–49. http://dx.doi.org/10.1017/s0261444807004363.

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As educators and governments in East Asia aim to increase the number of people in their population who can communicate effectively in English, national policies and syllabuses have moved increasingly towards various versions of communicative language teaching (CLT) and task-based language teaching (TBLT). This paper reviews, on the basis of published reports, some of the practical and conceptual concerns that have affected the implementation of CLT and TBLT in primary and secondary schools of East Asia. It discusses some ways in which teachers have responded to the challenges by adapting new ideas and developing methodologies suited to their own situations. It proposes a methodological framework which may help such adaptation. The experiences and concerns described in the paper may be shared by teachers anywhere who move from a teacher-centred approach to one in which the learners play a more active, independent role.

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Jeon, Mihyon, and Jiyoon Lee. "Hiring native-speaking English teachers in East Asian countries." English Today 22, no. 4 (October 2006): 53–58. http://dx.doi.org/10.1017/s0266078406004093.

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ENGLISH is the most commonly used language in the world. As it has become the language that provides access to higher education and job opportunities, and has become almost exclusively the language of diplomatic discussion and business negotiation (cf. English APEC Strategic Plan, 2004), there has been a growing interest in hiring native-speaking English Teachers (NSETs) in Asian countries. The aim of this paper is to report policies and practices that invite NSETs to Asian countries, including China and Hong Kong, Taiwan, Japan, and South Korea, with emphasis on public education sectors. Through surveying both similar policies and the implementation of policies in several Asian countries, we seek to find practical suggestions for hiring NSETs. We survey policy goals, recruitment procedures, and the qualifications of NSETs. The analysis will be based on the premise that ‘language planning cannot be understood without reference to its social contexts’ (Cooper, 1989:3).

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Vongsila, Vatsana, and Hayo Reinders. "Making Asian Learners Talk: Encouraging Willingness to Communicate." RELC Journal 47, no. 3 (August 1, 2016): 331–47. http://dx.doi.org/10.1177/0033688216645641.

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Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to develop WTC (Dörnyei, 2007), however, since research into this topic is relatively recent, not much is known about how teachers go about this process. For this reason, the present study investigated teachers’ perceptions of their role in fostering WTC through interviews and questionnaires and compared these with observations of their classroom practices. The research was conducted in New Zealand ESOL class that focused predominantly on communicative skills, catering mostly to Asian learners. The results showed that teachers believed they play a key role in helping learners to develop WTC and identified a range of strategies they used in class. Classroom observations confirmed the use of some strategies although no explicit encouragement of language practice outside the classroom was made. This paper identifies some possible reasons for this mismatch and concludes with practical recommendations for ESOL teachers who wish to support learners’ WTC.

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Gao, Jing. "Asian American high school students’ self-concepts and identities." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 101–18. http://dx.doi.org/10.1108/jme-12-2015-0045.

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Purpose This study aims to explore Asian American students’ identities and their perceptions about who they are within the Midwestern American high school setting. Design/methodology/approach A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by individuals, and there exist multiple realities as diverse people experience teaching and learning (Glesne, 1999). It is characterized by natural settings (the schools), natural language (language actually used by students and teachers), responsiveness to concerns and issues of stakeholders (what is important to students and teachers) and collaborative checks on trustworthiness. Findings The study finds that the participants all identify themselves as students, while they perceive differently on their racial/ethnic and cultural identity. They have employed a variety of strategies to negotiate with their dynamic, multiple and sometimes contradictory identities when confronted with challenges and opportunities within different social contexts. Research limitations/implications The limitations of my study lie first in a small number of participants. Eight Asian American students do not represent the heterogeneous Asian American groups in the USA. More students would provide different perspectives and experiences in the study. The time for conducting this study is another limitation. Longer period on the research sites would provide thicker descriptions. Practical implications There are implications for educational practice and future research to help understand the diversity among Asian American students and to find ways to integrate accurate and comprehensive information related to Asian Americans into the curricular with critical reflection upon the issues of race, ethnicity, culture and identity. Originality/value This study will enrich the current literature on Asian American education because there is currently limited research in this area. It will give voices to Asian American students and contribute to a better understanding of how both students and teachers are responding to the challenges faced in many schools as demographics change. It will also have implications for teacher education and encourage awareness in this field that might affect future educational practices and policies.

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Prasojo, Lantip Diat, Akhmad Habibi, Mohd Faiz Mohd Yaakob, Robin Pratama, Mat Rahimi Yusof, Amirul Mukminin, Suyanto, and Farida Hanum. "Teachers’ burnout: A SEM analysis in an Asian context." Heliyon 6, no. 1 (January 2020): e03144. http://dx.doi.org/10.1016/j.heliyon.2019.e03144.

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Zacharias, Nugrahenny T. "A study of three Indonesian teachers’ participation in a US graduate program." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (May 31, 2017): 39–59. http://dx.doi.org/10.25170/ijelt.v12i1.1460.

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Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.

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Ghanem, Romy, and Okim Kang. "ESL students’ reverse linguistic stereotyping of English teachers." ELT Journal 75, no. 3 (April 19, 2021): 330–40. http://dx.doi.org/10.1093/elt/ccab011.

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Abstract Reverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Students showed proclivity to RLS as measured by their speech evaluations, their comprehension scores, and their teaching competence ratings. These findings help better understand learners’ perceptions of language proficiency and teaching competence of a non-native teacher in the context of globalization.

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Lee, Dani Surya. "China's K-12 teacher qualification system." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 1 (June 29, 2019): 76–86. http://dx.doi.org/10.21831/pep.v23i1.24065.

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A strict teacher qualification system is vital to ensure a steady stream flow of high-quality human resources. In 1993, the People's Republic of China established the Teacher Law demanding that teachers must have legal status and qualifications. It has put into effect a system of qualification that could determine the readiness of K-12 teacher candidates to be practitioners of education. This country's teacher qualification system has experienced changes and adaptations until it has reached the current form in 2016's Teacher Qualification Examination, as more than a tool merely for formality or evaluation of rote learning, but an actual assessment of pre-service teachers' knowledge and abilities to conduct classroom teaching in authentic settings. This paper introduces this qualification examination system, while also mentioning some important and distinguishable aspects of teachers' situations in China, in the hope that it will shed some light on how this Asian giant is currently conducting its education.

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Chang, Ming, and Jaya S. Goswami. "Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes." English Language Teaching 4, no. 2 (May 31, 2011): 3. http://dx.doi.org/10.5539/elt.v4n2p3.

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Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

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Kim, So Jung. "Critical Literacy in East Asian Literacy Classrooms." Perspectives on Global Development and Technology 11, no. 1 (2012): 131–44. http://dx.doi.org/10.1163/156914912x620789.

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AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also for Western countries that still need more knowledge to develop appropriate usage of critical literacy throughout the world.

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Pang, Valerie. "The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.

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Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exceptional in California. Cultural values are embedded in the belief system of the teachers, and these beliefs result in high teacher personal efficacy and collective efficacy. These then influence teacher behaviors as evidenced by utilized instructional strategies, contributed informal leadership roles, and the long-term stability of the school.

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Cherng, Hua-Yu Sebastian, and Laura A. Davis. "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education." Journal of Teacher Education 70, no. 3 (December 4, 2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.

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Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.

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Che Mustafa, Mazlina, Nor Mashitah Md. Radzi, Abdul Halim Masnan, Juppri Bacotang, Zainiah Mohamed Isa, Zaharah Osman, and Azila Alias. "Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 207–32. http://dx.doi.org/10.32890/mjli2019.16.1.9.

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Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.

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Johnson, Lauri. "The lives and identities of UK Black and South Asian head teachers." Educational Management Administration & Leadership 45, no. 5 (July 7, 2017): 842–62. http://dx.doi.org/10.1177/1741143217717279.

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This article reports on the preliminary findings from a national UK study of the life histories of 28 Black, Asian and Minority Ethnic (BAME) educators who led schools across a 47-year period (1968–2015). BAME head teachers were grouped by generations (i.e. pioneer, experienced, and novice) and questioned about the critical life experiences that influenced their path to leadership, the intersection of their professional and social identities, and their metaphors for leadership. Participants claimed leadership metaphors which included the head teacher as parent, ambassador, moral steward, role model, and community advocate. Pioneer Black and South Asian headteachers narrated more collectivist identities as community leaders and race equality activists, while current BAME headteachers appear more individually focused on raising attainment for students who have been marginalized. A life history approach across generations emphasizes the influence of changing attitudes toward race and the shifting policy context on professional identities.

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Rowe, Ellen W., Timothy W. Curby, and Helyn Kim. "Variance in Teacher Ratings of Children’s Adjustment." Journal of Psychoeducational Assessment 37, no. 1 (September 15, 2017): 26–39. http://dx.doi.org/10.1177/0734282917728235.

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This study examined the variance in teacher ratings attributable to teacher, occasion, and child on the original Behavior Assessment System for Children (BASC). Teachers rated approximately 1,100 girls (52%) and boys (48%) at four public elementary schools over 3 years. About half of the students were rated twice and about a seventh 3 times. Approximately 30% of students were White, 50% African American, 9% Hispanic, 2% multiracial, and 2% Asian. Children were in kindergarten to fifth grade. Cross-classified random effects models were used to account for multiple occasions of data nested within both children and teachers. Overall, the child accounted for the largest amount of variance in ratings (52.3%) followed by occasion (34.2%) and teacher (13.5%). However, large differences existed across composites and scales. The findings suggest that teachers’ ratings of adaptive competencies, externalizing behaviors, and school problems are based primarily on child behavior/characteristics. Ratings of internalizing problems may be more situational.

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Han, Song-Ae. "Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English." Australian Journal of Education 49, no. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.

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Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.

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Jeon, Mihyon. "Native-English speaking teachers’ experiences in East-Asian language programs." System 88 (February 2020): 102178. http://dx.doi.org/10.1016/j.system.2019.102178.

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Morris, Paul. "Teachers’ attitudes towards a curriculum innovation: an East Asian study." Research in Education 40, no. 1 (October 1988): 75–87. http://dx.doi.org/10.1177/003452378804000108.

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Singh, Parlo, and Karen Dooley. "Tolerant Inclusion: racialised experiences of Asian Australian pre‐service teachers." Studies in Continuing Education 18, no. 2 (January 1996): 147–57. http://dx.doi.org/10.1080/0158037960180205.

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So, Kyunghee, and Yaeji Hu. "Understanding creativity in an Asian school context: Korean teachers’ perspectives." Thinking Skills and Creativity 33 (September 2019): 100573. http://dx.doi.org/10.1016/j.tsc.2019.100573.

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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY." Journal of Enterprising Culture 03, no. 04 (December 1995): 483–96. http://dx.doi.org/10.1142/s0218495895000258.

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The ability to change is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally associated with the West, we believe that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Prospective Asian consultants must be able to marry Western and Eastern business cultures and practices. The critical factors for success as Asian international consultants will be examined.

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Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (December 1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60 Hispanic, and 221 Caucasian). Multiple regression analyses showed the relationship between scores on the Cognitive Abilities Test and achievement was equivalent for all groups; however, teachers' ratings showed bias against Caucasian and Asian-American students by underpredicting their achievement scores.

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den Brok, Perry J., Jack Levy, Rely Rodriguez, and Theo Wubbels. "Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style." Teaching and Teacher Education 18, no. 4 (May 2002): 447–67. http://dx.doi.org/10.1016/s0742-051x(02)00009-4.

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Hargreaves, Linda M. "The status of minority ethnic teachers in England: Institutional racism in the staffroom." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 37–52. http://dx.doi.org/10.30827/dreh.v0i1.7151.

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This paper reports research conducted with Black and Minority Ethnic (BME) teachers in England, specifically to find out (i) whether the status of teaching influenced their decisions to join the profession, and (ii) their perceptions of their status within the profession. The data are drawn from the national Teacher Status Project conducted in England 2002-6 combined with previously unpublished data from a follow up study with Asian teachers in 2007. The conclusions, based on focus groups with 65 teachers (African Caribbean, Pakistani, Indian, Bangladeshi) in four regions of England, are that the teachers were not influenced by the status of teaching but joined the profession for intrinsic reasons, such as to improve children’s achievement, and to be role models for all children and for other teachers. Their self perceptions of their status within the profession are that it is low, as shown, for example, through the rejection of their culturally sensitive approaches to teaching, and their struggles to achieve leadership roles. The latter finding is repeatedly endorsed in studies of BME teachers and demands national monitoring of their career trajectories.

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Barnes, Jonathan M. "Teachers’ Values: An International Study of What Sustains a Fulfilling Life in Education." Journal of Education and Training Studies 7, no. 5 (March 19, 2019): 1. http://dx.doi.org/10.11114/jets.v7i5.4151.

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The recruitment and retention ‘crises’ in US and UK teaching have major and negative implications for the future of education. This pilot study uses extended conversations with Asian and African teaching staff to examine the role of values in helping teachers sustain positive contributions to children’s lives and world. In five elementary schools, the researcher asked: What is the role of personal values in recruiting, retaining, sustaining and building the creative capacity of teachers? The study found that a close alignment of institutional and individual values generated strong positive impacts on teacher fulfillment and resilience. It further suggests that by using their own autobiographical ‘values-stories’, teachers could advance personal values and build their capacity to contribute. The article proposes implications for all education departments, universities and schools seeking to address declining rates of teacher recruitment and retention. Recommendations include greater attention to the values that bring individuals to education, a steer towards using values-stories across the curriculum and a focus on ‘Big Issues’ in Initial Teacher Education.

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Kim, Margaret, and Nancy Shzh-chen Lee. "Non-Japanese Asian Female English Teachers Speak Out: Dismantling White Privilege in Japan." Studies in English Language Teaching 5, no. 3 (August 14, 2017): 531. http://dx.doi.org/10.22158/selt.v5n3p531.

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Issues surrounding white privilege have been in continuous debate. In Japan, the subject of white privilege is also not straightforward. Past research has been conducted about white privileged males in Japanese universities. We decided to take a different standpoint and examine the presence of white privilege in Japan through the alternative voices of non-Japanese Asian female university English teachers. By interviewing and analyzing their experiences and identities, we were able to examine incidences of white privilege that happened and influenced their lives as non-Japanese Asian female English teachers in Japan. We hope that our work generates interest and attention to the current gender and racial imbalance of native-speaker university English teachers in Japan—an issue that directly or indirectly relates to all students, teachers, administrators and policy makers.

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Ahmad, Saghir, Ayesha Batool, Sadaf Iqbal, and Manzoor Hussain Shah. "KNOWLEDGE ECONOMY CONCEPTS AND ROLES IN PERSPECTIVES OF UNIVERSITY TEACHERS OF ASIAN AND EUROPEAN STATES." Humanities & Social Sciences Reviews 9, no. 3 (June 7, 2021): 789–807. http://dx.doi.org/10.18510/hssr.2021.9378.

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Purpose of the study: The study aimed to identify knowledge economy concepts and roles in perspectives of university teachers of Asian and European States and examine the relationship between knowledge economy concepts and roles of university teachers. Methodology: This study was quantitative correlation and survey type in nature. The study population was public sector universities teachers of three countries (Pakistan, United Kingdom, and India). Six public universities were included in the population. From population one hundred and eighty teachers selected as a sample of study conveniently. Main Findings: Teachers agree unanimously that human beings are knowledge capital because they generate new knowledge with innovative ideas and conducting researches in different fields. Humans are the source of producing and placement of knowledge excellently and professionally. There is a strong path relationship r = .8 between knowledge economy concepts of teachers and their roles regarding this. Findings showed that there was a significant difference in teachers’ conceptions of Pakistan and the United Kingdom. Applications of this study: The teachers may make clear conceptions about the knowledge economy and recognize their roles to produce innovative and skills-oriented human resources and data to strengthen the knowledge-based economy. Novelty/Originality of this study: The knowledge economy is a new concept itself in this context. University teachers’ of three different countries highlighted concepts and roles about the knowledge economy.

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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ERRATA: "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY"." Journal of Enterprising Culture 04, no. 01 (March 1996): 95–108. http://dx.doi.org/10.1142/s0218495896000253.

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The ability to changes is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally accociated with the West, we belive that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Propective Asian consultants must be able to marry Westerm and Eastern business cultures and practices. The critical factors for success asd Asian international consultants will be examined.

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Journal articles on the topic 'Asian teachers'

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