Cross-Cultural Communication in Teacher Education: A Case Study of an Australian Pre-Service Teacher Placement in Liaoning, China

Autor/inn/en	Jin, Aijing; Cooper, Maxine; Golding, Barry
Titel	Cross-Cultural Communication in Teacher Education: A Case Study of an Australian Pre-Service Teacher Placement in Liaoning, China
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 6, S.20-34, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Intercultural Communication; Teacher Education; Teaching Methods; Social Environment; Cultural Context; Preservice Teachers; Communication Skills; Foreign Countries; Case Studies; Mentors; Teaching Experience; Cultural Differences; Student Attitudes; Faculty Development; Qualitative Research; Placement; Australia; China + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziales Umfeld; Kommunikationsstil; Ausland; Case study; Fallstudie; Case Study; Kultureller Unterschied; Schülerverhalten; Qualitative Forschung; Betriebspraktikum; Praktikum; Australien
Abstract	This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of cross-cultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers' cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01