A transdisciplinary approach to examining and confidence- boosting the experiences of Chinese teachers of Chinese in Finland

Show full item record



Permalink

http://hdl.handle.net/10138/232684

Citation

Liu , H & Dervin , F 2016 , ' A transdisciplinary approach to examining and confidence- boosting the experiences of Chinese teachers of Chinese in Finland ' , L2 Journal , vol. 8 , no. 4 , pp. 36-54 . < https://escholarship.org/uc/item/8pt455ps#main >

Title: A transdisciplinary approach to examining and confidence- boosting the experiences of Chinese teachers of Chinese in Finland
Author: Liu, Haiqin; Dervin, Fred
Contributor: University of Helsinki, Doctoral Programme in School, Education, Society, and Culture
University of Helsinki, Department of Education
Date: 2016-12
Language: eng
Number of pages: 19
Belongs to series: L2 Journal
ISSN: 1945-0222
URI: http://hdl.handle.net/10138/232684
Abstract: With the current rise of China as a political, cultural, and economic superpower, Chinese as a foreign and second language has gained popularity worldwide. Finland is also responding to this global wave, as is reflected by the increasing number of Chinese courses in formal and informal settings in the Nordic country. Yet not all actors involved in the promotion of Chinese seem to experience instruction in the language in the same way. This study investigates how Chinese teachers of the Chinese language, who represent the majority of the ‘workforce’ for instruction in this language in Finland, perceive Chinese language education and their role in it. We argue that there is a need for a paradigm shift in evaluating the teachers’ experiences. Specifically, we support a move away from perspectives that see culture as static and identity as singular. Using the “analysis of multivoiceness,” which was developed from dialogism (Aveling, Gillespie, & Cornish, 2014), the authors of this article identify a number of positions assumed/taken up by the teachers and others in their discourses. Finally, we propose a critical intercultural approach to Chinese teacher education or professional development based on transdisciplinarity, which relies on problem-solving that recognizes an important triad: educational contexts—teachers’ experiences—society (McGregor & Volckmann, 2011).
Subject: 516 Educational sciences
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
A_Transdisciplinary_Approach_2016.pdf 9.113Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record