Informace o kvalifikační práci Novice Chinese teachers' cross-culture adaption: a grounded theory approach to induction program of Confucius Institute
in Czech Republic
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Anotace v angličtině
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Klíčová slova
cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Klíčová slova v angličtině
cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Rozsah průvodní práce
172
Jazyk
UK
Anotace
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Anotace v angličtině
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Klíčová slova
cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Klíčová slova v angličtině
cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Zásady pro vypracování
Abstract
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Key words: cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Zásady pro vypracování
Abstract
Cross culture adaption means s conscious and inclined behavioral choice and adjustment made by individuals based on their cognitive and emotional attachment to the two cultures after they transfer from one culture to another heterogeneous culture that is different from their original lifeYang, 2005The goal of this qualitative, grounded theory study was to understand the process of cross-culture adaption of Chinese Novice teachers in Czech and try to figure out the a practical model ofinduction program be like for supporting cross-culture adaption in Czech from the perspective of novice Chinese teachers. Qualitative research allowed the researcher to study the issues in depth and in detail, while grounded theory study generated a theory of the process and emerged a model of induction program from the novice Chinese teachers. Data was collected through semistructured interviews, observation picture and documents involving 8 teacher who teach in the Confucius Institute.
The results of first question of this study was to generate the process of each participant's experience of cross culture adaption,23categories has emerged from the data, the causal conditions contains: Geographical differences, Cultural differences, Personal background, Job expectations, Language competence; Centre phenomena contains, Living on the surface of Czech culture, Inner instability, Poor interpersonal communication; Intervening conditions contains, Preliminary honeymoon stage of Sino-Czech relation ,Unsafe Europe ,The international right deviation on the rise; Contextual conditions contains, Living environment, Teaching area, Working mode, Evaluation of Hanban; Strategies contains, Being strong superficially, Learning to grow up ,Benumbing oneself ,Seeking for solace contains Consequences contains, Completing the teaching tasks, Looking forward to returning China, Hesitating on the role of Chinese teacher abroad, Improving the comprehensive abilities. and Living on the surface of Czech culture is the core category.
The results of second question of this study was to build a model of induction program. 5 categories besides 16subcategories has emerged from the data. The category "The first time information "contains Survival handbook, Information communication, Mentor. The category "Life support" contains Language, Cultural geography, Security record, Accommodation. The category "Teaching guidance" contains Economy support, Rational arrangement of teaching. The category "Psychological appeasement" contains Mutual visiting, Group activities, Psychological counseling. Chinese teacher development system contains Original family, Current family, Insurance, Steadying teacher identity
The findings of this study provides extended knowledge to the novice Chinese teacher, Confucius institute and Hanban. Those results help to understand the process of cross culture adaption and give practical recommendations for the establishing of a truly viable induction program in the Czech Republic, and even in Europe.
Key words: cross-culture adaption, induction program, novice Chinese teachers, grounded theory.
Seznam doporučené literatury
Adler, N.J.(1997). International Dimensions of Organizational Behavior 3rd.ed. Cincinnatian,OH: South-western College Publishing.
Alliance for Excellence Education(AEE).( 2006)Tapping the Potential Retaining and Developing High-Quality New Teacher. Washington, D.C. Alliance for Excellent Education,.8-15.
American Federation of Teachers.( 2001) Beginner Teacher induction: The Essential Bridge. Policy Brief Number 3, Washington, D.C.; American Federation of Teachers,4.
Andrews,B.D.&Quinn,R. J.(2005).The Effects of Mentoring on First-Year Teachers' Perceptions of Support Received.The Clearing House,(78) 3,l 10-116.
Back, C.,Jong, &Thomas,M.(2009). Predictive factors of acculturation attitudes and social support among Asian immigrants in the USA. International Journal of Social Welfare,18(1), 76-84.
Berry, J. W. (2003). Conceptual approaches to acculturation. Acculturation: Advances in theory, Measurement, and Applied Research, 17-37.
Black J. S. Mendenhall M. &Oddou. G, (1991)Toward a comprehensive model of interactional adjustment an integration ofmultipletheoretical perspectivesAcademy ofManagementReview. 16 (2), 291-317.
Black J.S. and Stephens G K. (1989) The influence of the spouse on American expatriate adjustment in Pacific Rim overseas assignments. JournalofManagement, 15, 529 - 544.
Bradley,K.D.&Loadman,W.E.(2005).Urban Secondary Educators' Views of Teacher Recruitment and Retention.National Association of Secondary School Principals, NASSP Bulletin,(89)4,2-28.
Cai, L., Song L.L.(2010). Confucius Institute; Externalization of China's Knowledge Power under the Global System. International Outlook, 10,38-48.
Certo,J.L.&Fox,J.E.(2002).Retaining Quality Teachers.The High School Journal, 86, ,57-75.
Chang L.H,Mirmirani S,llacqua J.A.(2009). Confucius Institutes: Distributed leadership andknowledge sharing in a worldwide network. The Learning Organization ,16(6), 469-482.
Charmaz, k. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage.
Charmaz,K.(1995).Grounded Theory.(In Smith,J.A.,Harre,R.& Langenhove,L.Eds).Rethinking Methods in Psychology: 27 - 49.London:Sage.
Chen H.(2003). Research on the Adaptation of Foreign Students in Beijing and Its Influencing Factors(Doctoral dissertation). Beijing Normal University,Retrieved fromhttp://access.lib.sicnu.edu.cn/rwt/42/http/NNYHGLUDN3WXTLUPMW4A/KCMS/detail/detail.aspx?dbcode=CMFD&dbname=CMFD201802&filename=1018110737.nh&uid=WEEvREcwSlJHSldRa1FhdkJkVG1COGhQRTJPMmxLeS9ZZ3lKOFd5OE94TT0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!&v=MTcxOTExVDNxVHJXTTFGckNVUkxPZlplWnVGeTduVjd6S1ZGMjZGcks1SHRiUHFKRWJQSVI4ZVgxTHV4WVM3RGg=.
Chen, F.Y.(2015). Investigation and Analysis of Chinese Teaching in the Barrebis Region of Nepal(Unpublished master dissertation).Yunnan University, Kunming.
Chen, H.F.( 2003).Adaptation and Thinking of the Beginning Teacher. Subject Education, 4,11-15.
Chen, L.(2008). A comparative study of the evaluation of teachers in the British (Unpublished master dissertation). East China Normal University, Shanghai.
Chen, X. M. (2000).Qualitative research in social sciences(Vol.89).Beijing: Educational Science Press.
Chen, X.M.( 1998) Residents and foreigners--a study of intercultural communication among Chinese students studying in the United States, Hunan Education Press, 173-179.
Colbert,J.&Wolff,D.(1992).Surviving in Urban Schools:A Collaborative Model for a Beginning Teacher Support System.Journal of Teacher Education,(43)3,193-199.
Corbin, J. M. & Strauss, A. L., (2014). Basics of qualitative research: Techniques andProcedures for Developing Grounded Theory, London: Sage.
Corcoran, E. (1981). Transition shock: The beginning teacher's paradox. Journal o fTeacher Education, 32, 19-23.
Coyne, I.T. (1997).Sampling in Qualitative Research. Purposeful and Theoretical Sampling: Merging or Clear Boundaries? .Journal of Advanced Nursing, 26:623 - 630.
Seznam doporučené literatury
Adler, N.J.(1997). International Dimensions of Organizational Behavior 3rd.ed. Cincinnatian,OH: South-western College Publishing.
Alliance for Excellence Education(AEE).( 2006)Tapping the Potential Retaining and Developing High-Quality New Teacher. Washington, D.C. Alliance for Excellent Education,.8-15.
American Federation of Teachers.( 2001) Beginner Teacher induction: The Essential Bridge. Policy Brief Number 3, Washington, D.C.; American Federation of Teachers,4.
Andrews,B.D.&Quinn,R. J.(2005).The Effects of Mentoring on First-Year Teachers' Perceptions of Support Received.The Clearing House,(78) 3,l 10-116.
Back, C.,Jong, &Thomas,M.(2009). Predictive factors of acculturation attitudes and social support among Asian immigrants in the USA. International Journal of Social Welfare,18(1), 76-84.
Berry, J. W. (2003). Conceptual approaches to acculturation. Acculturation: Advances in theory, Measurement, and Applied Research, 17-37.
Black J. S. Mendenhall M. &Oddou. G, (1991)Toward a comprehensive model of interactional adjustment an integration ofmultipletheoretical perspectivesAcademy ofManagementReview. 16 (2), 291-317.
Black J.S. and Stephens G K. (1989) The influence of the spouse on American expatriate adjustment in Pacific Rim overseas assignments. JournalofManagement, 15, 529 - 544.
Bradley,K.D.&Loadman,W.E.(2005).Urban Secondary Educators' Views of Teacher Recruitment and Retention.National Association of Secondary School Principals, NASSP Bulletin,(89)4,2-28.
Cai, L., Song L.L.(2010). Confucius Institute; Externalization of China's Knowledge Power under the Global System. International Outlook, 10,38-48.
Certo,J.L.&Fox,J.E.(2002).Retaining Quality Teachers.The High School Journal, 86, ,57-75.
Chang L.H,Mirmirani S,llacqua J.A.(2009). Confucius Institutes: Distributed leadership andknowledge sharing in a worldwide network. The Learning Organization ,16(6), 469-482.
Charmaz, k. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage.
Charmaz,K.(1995).Grounded Theory.(In Smith,J.A.,Harre,R.& Langenhove,L.Eds).Rethinking Methods in Psychology: 27 - 49.London:Sage.
Chen H.(2003). Research on the Adaptation of Foreign Students in Beijing and Its Influencing Factors(Doctoral dissertation). Beijing Normal University,Retrieved fromhttp://access.lib.sicnu.edu.cn/rwt/42/http/NNYHGLUDN3WXTLUPMW4A/KCMS/detail/detail.aspx?dbcode=CMFD&dbname=CMFD201802&filename=1018110737.nh&uid=WEEvREcwSlJHSldRa1FhdkJkVG1COGhQRTJPMmxLeS9ZZ3lKOFd5OE94TT0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!&v=MTcxOTExVDNxVHJXTTFGckNVUkxPZlplWnVGeTduVjd6S1ZGMjZGcks1SHRiUHFKRWJQSVI4ZVgxTHV4WVM3RGg=.
Chen, F.Y.(2015). Investigation and Analysis of Chinese Teaching in the Barrebis Region of Nepal(Unpublished master dissertation).Yunnan University, Kunming.
Chen, H.F.( 2003).Adaptation and Thinking of the Beginning Teacher. Subject Education, 4,11-15.
Chen, L.(2008). A comparative study of the evaluation of teachers in the British (Unpublished master dissertation). East China Normal University, Shanghai.
Chen, X. M. (2000).Qualitative research in social sciences(Vol.89).Beijing: Educational Science Press.
Chen, X.M.( 1998) Residents and foreigners--a study of intercultural communication among Chinese students studying in the United States, Hunan Education Press, 173-179.
Colbert,J.&Wolff,D.(1992).Surviving in Urban Schools:A Collaborative Model for a Beginning Teacher Support System.Journal of Teacher Education,(43)3,193-199.
Corbin, J. M. & Strauss, A. L., (2014). Basics of qualitative research: Techniques andProcedures for Developing Grounded Theory, London: Sage.
Corcoran, E. (1981). Transition shock: The beginning teacher's paradox. Journal o fTeacher Education, 32, 19-23.
Coyne, I.T. (1997).Sampling in Qualitative Research. Purposeful and Theoretical Sampling: Merging or Clear Boundaries? .Journal of Advanced Nursing, 26:623 - 630.