This ethnographic study examined the acculturation and induction process of four Chinese teachers who participated in the Education for Global Citizenship (EGC) project. The purpose was to study the teachers' acculturation process as these novice teachers began teaching in U.S. educational settings that were different from their own in terms of language, teaching practices, and educational expectations. The study employed methods that fostered teacher reflections of their experiences by methods of video analysis, observations, unstructured interviews, email communications, artifact reviews, electronic journal blogs, and extended conversations with teachers and administrators, the practices of the teachers were analyzed in context of culture embedded into the teaching practices employed by the teachers.

The findings were encompassed the two areas of behavior management and teaching pedagogy. Within both areas, these teachers demonstrated novice teacher characteristics with a cultural approach. Aspects of culture such as actions, thoughts, communications, customs, beliefs, and values were examined as they were portrayed within the teaching practices that Chinese teachers employed. Results were multifaceted. First, in relation to behavior management issues, Chinese teachers initially embedded aspects of Chinese culture when implementing disciplinary measures, but over time they shifted towards embedding it within classroom management practices. Second, the teachers taught utilizing a pedagogical approach that included Chinese cultural aspects; an area where many practices remained constant over time. Third, the school cultural knowledge on behalf of the teachers was modified and adjusted over time to assimilate and adjust for teaching in U.S. classrooms so that both the teachers and students were able to build mutual understanding.

This study has implications on recruiting and preparing foreign teachers to teach in the U.S. Understanding the underlying moral or practical aspects behind the embedded culture within the teachers' practices and how they interact with students is important to help prepare teachers for their classroom teaching. Preservice and inservice education in areas such as behavior management and cultural differences may alleviate aspects of miscommunication that arise. As school sites prepare for foreign teachers, educating the U.S. teachers and students to the factors and issues that these teachers will encounter may help create a network for teachers adjusting to the new environment.