Experiences and practices of international mathematics and science teachers in urban high schools
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There is an emerging phenomenon of international teachers teaching in the US public schools. This study intended to understand this phenomenon. In this research, six math and science teachers from India, Nigeria, Turkey, and China were interviewed. Their classrooms were also observed and their administrators were interviewed. The analysis was performed through grounded theory principles. The findings revealed important social and professional differences between international teachers and their American counterparts. This study also identified intervening factors explaining the challenges and strengths of the international teachers, in addition to contextual reasons such as student and school profile. The strengths and challenges of international teachers shaped the nature of their interactions with the students, other teachers, parents, and administrators.
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