A Japaneses international student's performances in field-based classes

What is it about?

This study qualitatively investigated what kinds of challenges a teacher candidate from Japan encountered in practicum courses at a U.S. teacher education program. The findings revealed that the participant struggled with English language skills, particularly when verbally expressing herself. She was not familiar with basic knowledge of management styles of U.S. classrooms, and struggled with the supervisors and mentor teachers’ presumed cultural identification of her. The advice the supervisors and mentor teachers gave, although seemingly culturally considerate, was not appreciated by the participant.

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Why is it important?

Cultural mismatch in supervising. The study raises fundamental questions concerning what culturally responsive supervision should entail.