Foreign Teaching Research Articles

Language and Literature Education Field: Some Aspects of Teaching in Primary Schools of National Minorities

The article explores teaching tools and certain aspects of teaching the Ukrainian language in primary grades, focusing on the instruction in the language of indigenous peoples/national minorities in general secondary education institutions in Ukraine and abroad. It presents the experiences of teachers, methodologists, authors of educational and methodological materials, and contemporary domestic and foreign scholars, based on a comparative analysis. Current trends in publishing textbooks and teaching aids are examined. The article highlights the experiences of Ukrainian and foreign educators regarding the relevance of educational support and the potential for engaging each child in meaningful individual and socially significant educational, research, and inquiry activities. It is determined that in textbooks and aids for the Ukrainian language and reading for grades 1-4, a concept has been pre-planned that considers the specifics of all sections and topics of the language and reading curriculum. The article proves that independent work effectively integrates the content of the studied material from language and literature, allowing for quick comprehension of the textbook, section, or topic, as well as enabling students to read and provide correct answers, with appropriate recommendations formulated. It is noted that modern realities require working with digital textbooks, necessitating additional teacher training to utilize them effectively. The article identifies the problems and prospects for further research, which include the development of digital skills for students and teachers, the need for educational institutions to be equipped with digital devices, and the formation of motivation among students, teachers, and parents for learning the Ukrainian language both in Ukraine and abroad.

Including highly educated migrants in academia to improve their health—protocol for a pilot intervention

IntroductionNorway’s healthcare system needs a diversified work force to meet societal demands for improved cultural competence. However, many migrants in Norway who were educated as health professions in their home countries are not practicing these professions. This may negatively affect their physical and mental health and hinder their personal social integration. Though good health is often seen as a precondition for work, relevant working activities can also improve health. However, including health professionals with foreign education in academic institutions prior to receiving necessary accreditation is a complex task. This study will pilot an intervention aiming to improve health through meaningful integration of these professionals in academic environments.Materials and methodsThis paper is a protocol for a non-randomized pilot intervention study targeting migrants who are waiting for their health education accreditation in Norway. To test the benefits of meaningful activity on health and explore possibilities for implementing such activity, we have designed a six-month long intervention consisting of including nurses, doctors, and other highly educated migrants with healthcare backgrounds between 20 and 67 years of age, into health-related working tasks, at two higher education institutions in Bergen, Norway. The intervention will be tailored according to the participant’s expertise. This hybrid type 2 pilot protocol paper will present how feasibility, fidelity, dose received (satisfaction), and dose of exposure (participation), will be assessed and whether the intervention is experienced as beneficial for the participants’ health as primary outcome utilizing both quantitative and qualitative methods.ConclusionWe present a complex, personalized intervention that has the potential for large scale implementation in the future. By thoroughly presenting our designed intervention and assessment methods, this protocol will add to the study’s transparency and facilitate replicability and comparison with future studies. This study will be of benefit to the migrants themselves, policy makers, government agencies and academia at large as it can point to a unique and sustainable way of speeding up the integration of highly educated migrants in their respective fields in a new host country.

EXPERIENCES OF FILIPINO TEACHERS IN THE GULF COOPERATION COUNCIL (GCC) COUNTRIES’ HIGHER EDUCATION INSTITUTIONS

This study explores the experiences of Filipino teachers working in higher education institutions within Gulf Cooperation Council (GCC) countries, focusing on the challenges they encounter and the teaching strategies they apply. In-depth interviews were done by researchers using qualitative methodologies. Criterion sampling is used to choose the participants for this study. The criteria are as follows: teachers should be teaching in a Gulf Cooperation Council (GCC) country; (2) they should have rendered at least 9-11 years of teaching experience to capture a wide range of perspectives in higher educational institutions in the GCC countries; and (3) Participants should be from the undergraduate programme. The researchers interviewed five participants from higher education institutions in one of the GCC countries for IDI, all of whom fell within Creswell's recommended ranges. The collected data was subjected to a thematic analysis while ethical guidelines were followed. The study results highlight that Filipino teachers in GCC higher education institutions face challenges and opportunities in adapting to the teaching and learning process. This includes the utilization of the spoon-feeding method, the direct teaching approach, and the application of the Socratic method. Teachers also reported dealing with minimal student engagement, having difficulty managing students, being passive students, having poor attendance, and having a language barrier. The study underscores the importance of tailored support systems to enhance the integration and effectiveness of foreign educators in GCC higher education. These insights contribute to a deeper understanding of the global mobility of educators and the evolving landscape of higher education in the GCC region.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0713/a.php" alt="Hit counter" /></p>

A Qualitative Study on International Education Experiences of Foreign Teachers Working in International Schools in Istanbul

This study aims to try to understand the perceptions, opinions, thoughts and experiences of foreign teachers working in primary schools that provide international education in Türkiye. This research was conducted using qualitative method and in-depth interview technique. The study group comprised 10 foreign teachers working in an international school in Istanbul, none of whom were Turkish citizens. The interviews were conducted between April and June 2023 and lasted from 60 to 120 minutes. According to the findings; all the teachers had at least seven years of teaching experience in both national and international curriculums, were between the age of 34-44, mostly married with kids. Teachers defined international education as an educational philosophy that raised multicultural, multilingual, tolerant, openminded, respectful world citizens. Finally, these results were discussed in the context of different studies in the literature. Some suggestions were presented for both educational institutions and further researches about the field.

Navigating between cultures: foreign teachers within Thai and Japanese schools

ABSTRACT This study investigated the experiences of foreign teachers working within Thai and Japanese schools. Using qualitative methods, sixteen teachers were interviewed about their adjustment and communication within the foreign educational setting. Results showed that expectations, intercultural sensitivity, intercultural communication differences had an influence on how well the teachers were able to integrate into the culture of their host country. It particularly points to the preconception of cultural proximity as a factor that strengthens an ethnocentric view held by some teachers whose country of origin is in Asia.

Host National Teachers’ Perceptions of Foreign Educators: Insights into the Changing International School Sector in China

ABSTRACT The paper explores the perceptions of host national teachers in China’s international school sector, focusing on their views of expatriate teachers. It addresses two main research questions: how do host national teachers perceive the professional status and ability of foreign teachers working in internationalised schools, and what do these perceptions tell us about China’s international school sector in an era of education regulation? The study utilised semi-structured interviews with experienced host national teachers to gain insights into the changing dynamics of the internationalised school sector and the role of the expatriate teacher. The findings suggest that expatriate teachers are now perceived to play a marginal or auxiliary role, and highlight growing isomorphism between private internationalised and public schools in China. The paper also discusses the implications of the growing dominance of host national teachers and the evolving demographics of expatriate teachers in China, highlighting the need for further research to understand the implications of these changes and the future role of expatriate teachers in China’s international education sector.

Research on the Mechanism of Cross-cultural Cooperation and Team Building between Chinese and Foreign Teachers

In the wave of global education, the cross-cultural cooperation between Chinese and foreign teachers becomes particularly critical. Such cooperation can not only promote the sharing of educational resources, but also enhance the communication and understanding between different cultures, thus improving the quality and innovation of education. Due to the existence of cultural differences, Chinese and foreign teachers face many challenges in the process of cooperation.

The interplay among Chinese EFL teachers’ enthusiasm, engagement, and foreign language teaching enjoyment: a structural equation modelling approach

Teacher enthusiasm is receiving remarkable scholarly attention in L2 education, and its effect on students’ language learning outcomes has been extensively investigated. Nevertheless, exploring the antecedents of language teacher enthusiasm has received scant attention in foreign language education, particularly within the Chinese context. Thus, informed by the principles of positive psychology, the present study investigated the extent to which English as a foreign (EFL) teachers’ enthusiasm can be predicted by their work engagement and foreign language teaching enjoyment (FLTE) in the context of China. The study involved three online questionnaires completed by 576 EFL teachers in China. The results of structural equation modeling revealed that teacher work engagement and FLTE were strong predictors of Chinese EFL teachers’ enthusiasm. In addition, EFL teachers’ FLTE was a better predictor of their enthusiasm than their work engagement. The findings highlighted the importance of applying positive psychology in foreign language education. Finally, the paper concludes with avenues for future research.

Investigating English Communication Barriers for Foreign Teachers in the English for International Communication Program

The objectives of this research were to examine the barriers and English communication skills in interactions between foreign English teachers and 1st to 3rd-year students majoring in English for International Communication at Rajamangala University of Technology Lanna Tak. The study involved 45 undergraduate students from this major during the first semester of the academic year 2021. The research instruments used were a questionnaire and an interview form. Quantitative data collected were analyzed for frequency, percentage, mean (????̅), and standard deviation (S.D.) using the SPSS program. The results indicated that the overall level of English communication barriers among 1st to 3rd-year students was high. The primary issues, in descending order, included: lack of confidence in communicating in English with foreign teachers (????̅ = 3.93; S.D. = 0.80). Fear and difficulty in recalling necessary vocabulary when conversing in English with foreign teachers (????̅ = 3.94; S.D. = 0.84 and S.D. = 0.76). Limited opportunities for students to communicate with foreign teachers in English due to large class sizes (????̅ = 4.00). The analysis summarized the current interactions between students and foreign teachers, highlighting that most students have limited opportunities to interact with foreign lecturers. This limitation is exacerbated by the aggressive behavior and insufficient number of foreign teachers at the university, which hinders students' ability to practice English in daily life.

Patterns of Internationalising Higher Education and the Flows of Education Resources during the Late Qing Dynasty of China

During late Qing, neocolonialism was a serious phenomenon situated in the higher education, forcing universities to globalise and adopt foreign education patterns. Furthermore, there are also some outward flows of education resources, although there were more tints of inward flows of education resources. This paper aims to address two research questions: What are the patterns of internationalization in higher education institutions during the Late Qing Dynasty? To what extent, the higher education resources flow inbound and outbound during the Late Qing Dynasty? Based on the telephone interview with six professors of education history in China, it is found that as impacted by Western colonialism, Chinese universities showed a strong signal of globalisation in the late Qing. Meanwhile, some traditional teaching patterns and textbooks with Chinese characteristics were also used to stir the learning enthusiasm of local students. In the late Qing, inward/inbound flows of education resources were more evidenced than outward/outbound flows. This could be exemplified by some major sources of the textbooks used at universities. Specifically, the first source was the western teachers, who bought textbooks from the mother countries. The second source was many Chinese ambassadors to France and Britain, who sent back to China the original western textbooks. It is hoped that future study will focus on the patterns of internationalizing higher education and flows of education resources during Modern China.

The Toxic Mix of Multiculturalism and Medicine: The Credentialing and Professional-Entry Experience for Persons of African Descent

This essay is based on a case study of international medical graduates (IMGs) in Canada who migrated from sub-Saharan Africa. The chapter examines how narratives of race are situated and deployed in the field of medicine and can produce some aversive social–psychological landscapes in the credentialing and the professional-entry process as it relates to persons of African descent. It will show that, often without predetermination or intent, professionals of African descent in Canada are highly susceptible to implicit racial associations and implicit racial stereotyping in relation to evaluations of character, credentials, and culture. The article exposes some of the critical intersections of common experience, such as: (a) cultural deficit bias—Whiteness as an institutionalized cultural capital attribute; (b) confirmation bias—reaching a negative conclusion and working backwards to find evidence to support it; (c) repurposed sub-Saharan Blackness stereotypes—binary forms of techno-scamming and fraud; and (d) biased deception judgement—where the accuracy of deception judgements deteriorates when made across cultures. These social psychological phenomena result in significantly disproportionate returns on their foreign education and labour market experience for Black medical professionals that require decisive efforts in changing the narratives.

XARİCİ DİLLƏRİN TƏDRİSİNDƏ MÜASİR METOD VƏ TEXNOLOGİYALAR

Modern Methods and Technologies in Teaching Foreign Languages Summary The article under consideration addresses the theoretical underpinnings of the use of several contemporary teaching methodologies in an English language classroom. Given the inadequate theoretical and methodological advancement of using contemporary methods in an English instruction, the selected study issue is pertinent. Opinions from other scientists are also covered in the article. Key words: Education, foreign language, methods, speech activity, modern technologies

CEO overseas experience and sustainability report disclosure: Evidence from Indonesia

AbstractThis study examines the relationship between chief executive officers' (CEOs) overseas experience and social responsibility (SR) disclosure, as well as how CEOs from reputable universities can moderate this relationship. Using 488 firm‐year observations from firms listed on the Bursa Efek Indonesia (Indonesian Stock Exchange) and data from the Global Reporting Initiative databases from 2010 to 2021, this study finds a significant negative association between foreign‐educated CEOs (CEO overseas experience) and SR disclosure. This study also finds that CEOs from reputable universities can weaken this relationship. The results are robust to endogeneity tests using the coarsened exact match (CEM) and Heckman's two‐stage regressions. Furthermore, overseas experience CEOs have a significantly negative impact on all dimensions of SR disclosure, except for the environmental and product dimensions. Investors may consider CEOs' foreign education as an additional factor in their investment decisions. This study suggests that firms with CEOs with international exposure tend to exhibit lower levels of SR disclosures. This insight can aid investors in evaluating sustainability and ethical performance by aligning their investment portfolios with CSR objectives and preferences.

Features of studying and implementing gamification technologies in the practice of teaching a foreign language

Importance. The development of gamification technologies in the practice of teaching activities is considered. The process of formation and development of gamification concepts in domestic and foreign education is analyzed, the main approaches to the specification of the term “gamification” are identified, it is emphasized that gamification, unlike many gaming practices, has a nonimitation nature, where, based on certain rules, an educational result is achieved.Materials and Methods. An overview of the results of foreign empirical studies of gamification is presented, the identified positive effects of technology application and promising directions of its study are shown.Results and Discussion. Structural and content types of gamification are identified, including the main elements and mechanisms of this pedagogical technology. The potential of pedagogical technology in the field of motivational orientation, involvement and immersion of students in the educational process is emphasized. The distinctive features and possible negative trends in the use of gamification in the educational process are identified.Conclusion. Gamification technologies make it possible to implement most didactic principles and implement sociocultural, communicative, self-development, therapeutic, correctional and entertaining pedagogical functions.

Exploring Academic Competitions: A Phenomenological Study of Foreign Teachers Coaching Students for Local and International Competitions

Exploring Academic Competitions: A Phenomenological Study of Foreign Teachers Coaching Students for Local and International Competitions

Foreign education policy practices, core training, and international exchange and cooperation among Chinese vocational teachers

Foreign education policy practices, core training, and international exchange and cooperation among Chinese vocational teachers

Chinese university EFL learners’ perceptions of a blended learning model featuring precision teaching

ABSTRACT The present quantitative study aims to explore how students perceived the incorporation of precision teaching with Pinpoint, Record, Change, and Evaluation (PRCE) in a blended English course. This study surveyed 80 non-English majors at a Chinese university and utilised a questionnaire that focused on online learning experience, interaction, teaching quality, and evaluation, and overall satisfaction. The analysis of students’ responses showed that the blended design based on precision teaching gained positive learner perceptions due to its greater spatial and temporal flexibility, accessibility, targeted classroom instruction, increased learning autonomy, and more learner-instructor interaction. This study also established that learners’ positive attitudes towards blended learning featuring precision teaching were significantly linked to teaching quality and evaluation. The findings are discussed in alignment with those of earlier research, and practical implications for foreign teaching and learning in Chinese universities are also provided.

Differences Between Chinese and Western Educational Models Based on the High-Low Context Culture Theory

With the continuous development of globalization and the building of a community with a shared future for mankind, countries are increasingly engaged in cultural exchanges and mutual learning in many fields for common development. In this process, education has always been a focus. Young people are the future and hope of the country, and the education of youth attaches great important to the development of the country, so China has been learning from foreign education systems in recent years to explore domestic education reform. Chinese and Western education models have their own advantages and disadvantages, and students in different education models show different characteristics. However, to trace the reasons for the differences between Chinese and western education systems, we should go back to different national cultures. Based on Hall's theory of high-low context culture, this paper examines the differences in educational models between China and the West, discusses the influence of context culture on differences, and sheds light on how cultural factors shape educational practices.

Career paths of the International Mathematics Olympiad (IMO) medalists

Each year, six exceptionally talented high school students from each country participate in the International Mathematics Olympiad (IMO). We thoroughly searched the internet to find the career paths of 2785 IMO medalists who participated in the competition from 1986 to 2005. We have found that the career paths of IMO medalists depend on their home country, despite their similar levels of mathematical talent. For example, the extent to which medalists studied abroad varies significantly among countries in the same geographical region and with comparable income levels. We also found that there is a high concentration in medalists’ foreign education. For example, MIT educated more foreign medalists than any country except for the United States both at the undergraduate and Ph.D. levels. Roughly half of the medalists ended up working abroad. Education is found to be an important channel for the migrant medalists. Although majority of the medalists were educated in mathematics, more than three quarters of their non-academic jobs are either software or economics-finance related jobs. Most medalists who became academics are specialized in mathematics. While the rate of becoming a mathematician academic is not dependent on the income level of the medalists' home country, those from higher-income countries tend to have higher academic performance.

Cross-cultural Management of Foreign Teachers in International Schools

Economic globalization has accelerated the exchange and integration of cultures among countries worldwide, intensifying the process of educational internationalization. In the new era of educational reform and openness, with the increasing number of international schools, more foreign teachers specializing in various languages and disciplines come to China to work in the international schools. The cross-cultural management issues of foreign teachers have gradually become prominent. This article explores strategies for managing foreign teachers, focusing on recruitment, compensation, training, and performance evaluation, to help international schools better address the challenges of cross-cultural management of foreign teachers in China.