From Chinese Teachers to US Teachers

The focus of this study is on the internship experiences of foreign-born Chinese language teacher candidates in the U.S. Through qualitative case studies, it identifies key influences shaping their experiences, explores the resonances and contradictions they face, and examines the strategies they employ to adapt to the U.S. education system. A sociocultural framework highlights the significant impact of key stakeholders, revealing challenges in interpreting educational frameworks and managing classrooms, while showcasing the candidates' efforts to enhance their teaching and advocate for their programs.