A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

Autor/inn/en	Huang, Ju; Xu, Shijing
Titel	A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development
Quelle	In: Frontiers of Education in China, 10 (2015) 3, S.470-492 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Foreign Countries; Beginning Teacher Induction; Cross Cultural Training; Cultural Awareness; Inquiry; Beginning Teachers; Teacher Attitudes; Social Influences; Canada; China + Suchen Sie Ihr Suchwort? Ausland; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Junior teacher; Junglehrer; Lehrerverhalten; Sozialer Einfluss; Kanada
Abstract	This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, "Reciprocal Learning in Teacher Education and School Education between Canada and China." The partnership builds on the "Teacher Education Reciprocal Learning Program," and the "Shanghai-Toronto-Beijing Sister School Network." In this article, the authors conducted narrative inquiry with two of the SWU participants in the "Teacher Education Reciprocal Learning Program" to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers' curriculum views, relationship to students, and beliefs about teaching. Their "lived stories" (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers' teaching careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01