The purpose of this study was to learn about the specific needs and experiences of international teachers and their acculturation into the educational setting of American schools. Major areas of background readings centered on effective induction programs, components of cultural competencies, and individualized and continuous professional development for international teachers that promote collaboration among all teachers in a school setting. A wide net was cast to include the general research on induction and professional development offered by the agencies employed to bring international teachers to the United States to work in schools. Case studies were investigated which produced more interest in reading about the gathering of data and the methods of research and their impact on the training of international teachers. Over time this study expanded to include: the methods of developing valid interview questions and surveys, the piloting of questions for reliability and validity, and the final reporting of the most meaningful data on induction, culture, and professional needs. The gathered data and their analysis in this project can be used for planning effective professional development for international teachers in many different school environments.
|Commitee:||Jenkins, Jackie, Wimberley, Lloyd|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Teacher education|
|Keywords:||Collaboration, Cultural proficiency, Induction, International teachers, Professional development|
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