A narrative Inquiry Into Taiwanese Grade School Teachers' Practice of Chinese as a Foreign Language in the Philippines
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Chih-Pu Dai [1]
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[1] Fu Jen Catholic University
Fu Jen Catholic University
Taiwán
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 169-178
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Through the narrative inquiry approach, I adopted Lave and Wenger’s community of practice as lens to examine the experiences of four Taiwanese teachers working in a Filipino-Chinese, K-12 school in Manila, Philippines. Thick description is presented in this year-long study of first-year teachers. Data sources, including participatory observation, interviews, and posts on social networking sites. Triangulating data sources and checking meanings with participants established trustworthiness. Open coding was used to analyze the data. Two themes emerged after probe into the data: The first is identity transformation; the second is communities of practice and professional growth. Through examining stories of four Taiwanese teachers, it shows how the Taiwanese first-year teachers constructed and re-constructed their identities to evolve with students, parents, and administrators. Furthermore, they participated in their local communities of practice to gain resources and pursue professional growth. In addition, the context of Chinese education in the Philippines is clearly presented through narratives. Recommendations for novice teachers and administrators in Filipino-Chinese, K-12 schools are also discussed.
