Award Date

December 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Shaoan Zhang

Second Committee Member

Margarita Huerta

Third Committee Member

Jane McCarthy

Fourth Committee Member

Katrina Liu

Fifth Committee Member

Lung-Chang Chien

Number of Pages

216

Abstract

In the context of higher education, a tenure-track faculty is expected to be actively engaged in scholarly activities including research, teaching and service activities. Finding a balance between personal and career lives is seen critical yet challenging especially to early-career international faculty members while they are in the face of differences and changes. Framed by theories of perezhivanie and resilience, the study examined international faculty members’ lived experiences of teaching. Interviews, blog prompts and reflection prompts were used to identify their major difficulties, perceptions and adjustments, and resilience development. Findings suggest that faculty members unavoidably encountered difficulties in their beginning career and that they managed to adjust their perceptions and adapt to the target teaching environments with exertion, and resilience components. The study contributed to the research on international faculty members’ learning to teach at an early-career stage in the United States by exploring resilience theory together with lived experiences/perezhivanie of teaching.

Keywords

international faculty; lived experiences of teaching; perezhivanie; resilience

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education

File Format

pdf

File Size

1.9 MB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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