Lived Experiences and Perceptions of International Teachers in Implementing U.S. Curriculum: A Qualitative Phenomenological Study

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2024-07-26

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Global teaching opportunities have opened doors for teachers to look for prospective changes in their careers. The problem was international teachers accept offers to teach in the United States but face challenges for a smooth transition in the education system that affects students. The experiences of international teachers in implementing the U.S. curriculum are undocumented, resulting in literature gaps. The purpose of the qualitative transcendental phenomenological study was to explore the lived experiences of international teachers in U.S. classrooms in the education system. The study focused on the transitional and social challenges of international teachers that affect the smooth transition in the U.S. education system and teachers’ pedagogical approach that influences the expectations of the U.S. education system. Deardoff’s intercultural competency theory and Lave and Wenger's situated learning theory served as the theoretical framework. The target population was international teachers who earned a United States teaching license with a minimum of 1 year of teaching in an East Coast school district. Seventeen international teachers were selected through the purposive sampling technique, and semistructured interviews were conducted. Data collection included transcripts, audio recordings, and reflexive notes. Otter.ai and Microsoft Teams were used to transcribe the data. Thematic analysis resulted in themes such as cultural adjustment, social inclusion, student performance, teacher interaction, and support system. Findings revealed international teachers experienced challenges during the initial years, but there was gradual improvement in their performance through support. Policymakers and recruiters should provide comprehensive support through international teacher programs and mentoring programs.

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