In-Service Expatriate Teachers’ Experiences With Inclusive Education in Chinese Private Schools

Abstract

The purpose of this qualitative study was to describe the experiences of in-service expatriate teachers who provide differentiated instruction for students with special educational needs (SEN) in regular classrooms at mainland Chinese private schools. The following central research question guided the study: What are the experiences of in-service expatriate teachers who provide differentiated instruction for students with special educational needs in regular classrooms at mainland Chinese private schools? This study used a theoretical framework of Ajzen’s theory of planned behavior by examining the planned behavior of in-service expatriate teachers as influenced by the subjective norms of the surrounding culture and their perceived behavior control for providing differentiated instruction for students with special educational needs. Participants were 12 in-service expatriate teachers at a medium-sized Chinese private school. Data collection consisted of physical artifacts, personal interviews, and focus groups. The major theme derived from the data was a disparity between the culture of the participant’s home country and the country they resided in which led to lowered self-efficacy for differentiated instruction. The findings of this study are consistent with the research previously conducted on teacher self-efficacy and inclusive education. Interpretations of the themes had significant interpretations of the cultural dissonance among expatriate teachers in Chinese schools.



Author Information
Sharon Ann Ma, Shanghai SMIC Private School, China

Paper Information
Conference: ACEID2024
Stream: Education & Difference: Gifted Education

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Ma S. (2024) In-Service Expatriate Teachers’ Experiences With Inclusive Education in Chinese Private Schools ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.73
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.73


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Posted by James Alexander Gordon