중국인 유학생 수업 경험에 관한 셀프 내러티브: 교수자의 소통 전략과 적응을 중심으로

초록

This self-narrative explores the challenges and overcoming processes faced by university professors in their first class with Chinese international students, and how their teaching abilities are redefined through reflective practice. The researcher explored his teaching experience of 20 Chinese international students in the first semester of 2025 through a self-narrative method. The study's findings were analyzed across four key themes: ① communication challenges and overcoming obstacles, ② exploring teaching strategies for effective interaction, ③ the experience of teaching failure, and ④ shifting from a guarded to a more intimate relationship. The analysis revealed that the instructor leveraged the stress caused by communication difficulties as a driving force for adapting to and growing in the new environment. Through this process, the instructor enhanced their ability to communicate with students by reflecting on traditional teaching methods, leveraging non-verbal cues, and implementing culturally sensitive teaching strategies. This "stress-adaptation-growth" cycle goes beyond the limitations of previous research, which focused on the academic and cultural adaptation of international students, to demonstrate that professors themselves are active agents of adaptation. This study highlights the significance of reflective practice through the micro-experiences of professors in the university education environment for international students, and aims to provide other professors guiding international students with practical insights and opportunities for empathy.

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