Difficulties and Improvement Strategies for Foreign Teachers’ Identity in Chinese Universities
- DOI
- 10.2991/icsshe-19.2019.262How to use a DOI?
- Keywords
- difficulty, improvement strategy, foreign teachers,identity
- Abstract
Under the social background of “demographic dividend” turning into “talent dividend”, talents have become the greatest kinetic energy for development. Currently, more and more foreign teachers choose to work in Chinese universities. However, the majority of them have experienced identity loss at different levels and have a series of mysteries in mind, like who am I, where am I, and where should I go. Through literature review, investigation analysis and international comparison, this study pushes forward from concept clarification, status description, attribution analysis to strategy construction. Then concrete suggestions are provided on the basis of Chinese characteristics. The government should form a basic framework for foreign teachers’ identity by clearly confirming their legal status and effectively clarifying their rights as well as obligations. Universities should speed up the process of de-administration, form an inclusive organizational culture, and encourage foreign teachers to express their opinions freely. Foreign teachers themselves should adhere to right career motivation, change their passive mentality and adapt to the new environment.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Hanwen Zhang PY - 2019/08 DA - 2019/08 TI - Difficulties and Improvement Strategies for Foreign Teachers’ Identity in Chinese Universities BT - Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019) PB - Atlantis Press SP - 109 EP - 112 SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-19.2019.262 DO - 10.2991/icsshe-19.2019.262 ID - Zhang2019/08 ER -