Establishing Multicultural-Oriented Teacher Education System: An Empirical Research on Cultural Conflicts between Teachers and Students in Tibet

Guoping Zheng

Key Research Institute of Humanities and Social Sciences at University, Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China.

DOI: 10.4236/jss.2014.26047                

Abstract

This study aimed at gaining an in-depth knowledge of cultural conflicts between Han and Tibetan teachers, between teachers and students in Tibetan Autonomous Region, then discussed and analyzed the reasons for that, and finally attempted to solve the issue by establishing culture-oriented teacher education system. This study chose Dazi Junior Middle School as the case empirical study. Data for this study were gathered through interviews, participant observations, questionnaire surveys and document analysis, to analyze the cultural conflicts and its reasons. Findings suggest that teachers are “professionals” as well as “cultural workers”, also teacher cultural buildings and works. The mission of teacher education is to preserve and establish the ecology of the cultural development of teachers to promote teacher’s self-development in the interaction of self-being and self-making culture. Therefore, Teacher education system based on multi culture in ethnic minority regions should be established to realize multi-cultural harmonious symbiosis.

Keywords

Teacher Education, Multiculture, Cultural Conflicts, Harmonious Symbiosis, Case Study

Conflicts of Interest

The authors declare no conflicts of interest.

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