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The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry

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dc.contributor.author Rennalls, Hayley
dc.date.accessioned 2019-04-25T20:53:38Z
dc.date.available 2019-04-25T20:53:38Z
dc.date.copyright 2019 en_US
dc.date.issued 2019-04-25
dc.identifier.uri http://hdl.handle.net/1828/10757
dc.description.abstract Extant research suggests the necessity for teachers to be culturally responsive to teach effectively to a diverse classroom. Extant research has also examined the perspectives of immigrant students in Western countries and the perspectives of teachers teaching to immigrant students. However, few studies have examined the perspectives of Canadian teachers lived experiences teaching first-or second-generation Chinese students. This qualitative study used a phenomenological approach to examine the experiences of six Canadian teachers who have taught first-or second-generation Chinese students and who have interacted with family members. The participants included four female and two male teachers with one teacher who taught in primary school and five teachers who have taught, and continue to teach in high school. The participants presently reside in British Columbia, Canada. The study’s data were gathered by semi-structured interviews, which were transcribed and analyzed to find common themes and the essence of the participants’ experiences. The study’s results indicated that Canadian teachers find teaching first-or second-generation Chinese students to be both positive and challenging. There are numerous differences between Chinese and Canadian preferences of learning, communicating, expectations, values, and perspectives of success, education, mental illness and learning challenges. The participants also provided recommendations for teachers and schools when teaching first- or second-generation Chinese students. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject chinese en_US
dc.subject Chinese immigrants en_US
dc.subject Inclusion en_US
dc.subject Inclusive education en_US
dc.subject canada en_US
dc.subject mental health en_US
dc.subject learning challenges en_US
dc.subject phenomenology en_US
dc.subject multicultural education en_US
dc.subject diversity en_US
dc.subject culturally responsive en_US
dc.subject teachers en_US
dc.subject first generation en_US
dc.subject second generation en_US
dc.title The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry en_US
dc.type Thesis en_US
dc.contributor.supervisor Roberts, Jillian
dc.contributor.supervisor McGhie-Richmond, Donna
dc.degree.department Department of Educational Psychology and Leadership Studies en_US
dc.degree.level Master of Arts M.A. en_US
dc.description.scholarlevel Graduate en_US


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