Weirong Wang, Curriculum & Instruction; John Baldwin, Communication
Establishing Teacher Credibility in Intercultural Classrooms (Wang/Baldwin, PowerPoint)
Teacher credibility is a prerequisite for effective instruction. However, establishing credibility with undergraduate students seems to be a constant challenge for international instructors, particularly for international teaching assistants working with a predominantly Caucasian American student population (McCroskey, 2003). Distrust and dissatisfaction often result from the communication gap between undergraduates and ITAs. In this session, we will discuss a study designed to explore the possibilities of improving student perceptions of teacher credibility by integrating some promising communication techniques in the intercultural classroom. Mixed methods were be employed in this study. We began by identifying factors that affect perceived teacher credibility in cross-cultural classrooms. Then variables were intentionally built into the teaching of an undergraduate course by one of the researchers, an international teaching assistant. Finally, we measured perceived teacher credibility by using an established instrument at the end of the fall semester. While teacher credibility is a universal concern for the teaching profession, this study will be particularly helpful for international faculty and teaching assistants who seek to improve their credibility and teaching effectiveness on U.S. campuses.
