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A narrative study of international teachers' transitional identities in U.S. high schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Christine Nganga (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Carol Mullen

Abstract: In an increasing globalized society, the number of professionals, including teachers working in foreign countries has increased. Additionally, the growing diversity in U.S. schools today and the added challenge of equipping students with 21st century skills has necessitated the recruitment of international teachers in U.S. public schools. Although state agencies use the recruitment of international teachers as a way to enhance the global awareness of high school graduates and specifically their knowledge of other cultures, little is known about international teachers' transition to teaching in the U.S.This study aims at enhancing an understanding of the experiences of international teachers in U.S. public schools in order to interrogate transitional challenges and ruminate on implications for educational leadership. Using a narrative research design eight teachers narrate their stories of transition, adjustment and negotiation. These stories inform the reader about the different identity transitional resources that international teachers utilize as they negotiate who they are as teachers in a foreign space.

Additional Information

Publication
Dissertation
Language: English
Date: 2011
Keywords
Identity, International, Narrative, Teachers
Subjects
Teachers, Foreign $x Employment
Educational exchanges $z United States
High school teachers