A Phenomenological Study on the Adaptation Strategy of Native Chinese Teachers in Korea from a Intercultural Perspective

This study analyzed the adaptation strategies shown in the work and life of native Chinese teachers living in Korea from an intercultural perspective. It was organized and analyzed based on Byram's core components of intercultural competency: Knowledge, Skill, and Attitude. A phenomenological method was used as a research method, and 20 native Chinese teachers with more than 5 years of experience working in various educational environments in Korea were selected as research participants. Data obtained through one-on-one in-depth interviews using a semi-structured questionnaire were analyzed using the method suggested by Colaizzi. As a result, in terms of knowledge, native Chinese teachers used the ‘知彼知己 (knowing each other)’ strategy, and in terms of technology, they used the ‘因人而异(varying from person to person)’ strategy. In terms of attitude, the ‘有的放矢(having a target in one's sights)’ strategy was utilized by taking on various roles such as friend, teacher, elder sister or parent, in line with reality. This study is meaningful as basic data that complements the gaps in previous research on the lives and adaptations of native Chinese teachers living in Korea. Subsequent qualitative and quantitative research on research participants with more diverse backgrounds is needed.