Changes of Chinese Exchange Teacher Candidates' Professional Beliefs in the 'Reciprocal Learning in Teacher Education and School Education between Canada and China' Project

Autor/inn/en	Liu, Yibing; Wu, Na; Chi-Kin Lee, John
Titel	Changes of Chinese Exchange Teacher Candidates' Professional Beliefs in the 'Reciprocal Learning in Teacher Education and School Education between Canada and China' Project
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 6, S.664-683 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1666708
Schlagwörter	Foreign Countries; International Educational Exchange; Preservice Teachers; Teacher Education Programs; Student Attitudes; Teacher Competencies; Teaching Skills; Instruction; Learning; Research; Academic Language; Writing (Composition); Attitude Change; Program Effectiveness; Teacher Responsibility; Teacher Role; Interpersonal Competence; China; Canada + Suchen Sie Ihr Suchwort? Ausland; Internationaler Austausch; Schülerverhalten; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching process; Unterrichtsprozess; Lernen; Forschung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Attitudinal change; Einstellungsänderung; Lehrverpflichtung; Lehrerrolle; Interpersonale Kompetenz; Kanada
Abstract	This article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the "Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC)" project and studied at the University of Windsor. These teachers conducted classroom observation in Canadian schools from 2010 to 2016. The research study explores changes in Chinese teacher candidates' beliefs about their professional life, which was promoted by the project, inspired by the Teachers' Change Model proposed by F. A. J. Korthagen and based on the concept of Reciprocal Learning as collaborative partnerships between and among cultures. A two-stage research design was guided by the Grounded Theory approach (Charmaz, 2006). The findings reveal that the reciprocal learning project created an environment, which was conducive to exchange teacher candidates' professional development and especially introduced new perspectives to teachers' understanding of their profession in four areas: (1) teaching, (2) learning, (3) researching and academic writing and (4) professional social life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01