Leveraging Third Space amid Chinese and Spanish Student Teachers' Teaching Practicums: A Transformative Learning Perspective

Autor/inn/en	Qin, Bo; Zhu, Gang; Cheng, Chen; Membiela, Pedro; Mena, Juanjo; Zhu, Jinfei
Titel	Leveraging Third Space amid Chinese and Spanish Student Teachers' Teaching Practicums: A Transformative Learning Perspective
Quelle	In: Professional Development in Education, 49 (2023) 4, S.670-692 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang) ORCID (Mena, Juanjo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1939101
Schlagwörter	Practicums; Teacher Education Programs; Transformative Learning; Learning Theories; Figurative Language; Student Teacher Attitudes; Journal Writing; Language Usage; Professional Identity; Self Concept; Cross Cultural Studies; Comparative Education; Behavior Change; Self Esteem; Foreign Countries; Asian Culture; Western Civilization; Educational Cooperation; Spain; China + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Pädagogische Transformation; Learning theory; Lerntheorie; Zeitschriftenaufsatz; Sprachgebrauch; Selbstkonzept; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Self-esteem; Selbstaufmerksamkeit; Ausland; Education; cooperation; Kooperation; Spanien
Abstract	This paper examines Chinese (n = 11) and Spanish (n = 11) student teachers' learning-to-teach experiences during the teaching practicum or placement period through the lenses of transformative learning theory and third space construct. We traced student teachers' transformative learning experiences through observation, interviews, reflective journaling, and metaphoric identity narratives. Five major themes emerged related to the participants' professional learning experiences: (1) the disorienting dilemmas, (2) reflections and explorations of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Moreover, third space helped the participants negotiate a series of binaries undesirable in teacher education, such as episteme and phronesis, stability, and evolution of their professional identities. This paper contributes to a fine-grained account of Chinese and Spanish student teachers' professional learning experiences in different sociocultural contexts. Implications for fostering Eastern-Western dialogues on teachers' transformative learning experiences and creating third space (hybridity and boundary-crossing) in teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01