Examining Preservice Teachers' Professional Learning Experience during the International Teaching Practicums: Insights from Complexity Theory and Boundary-Crossing Construct

Autor/inn/en	Zhu, Gang; Chen, Boyin; Li, Changjie; Li, Danyang
Titel	Examining Preservice Teachers' Professional Learning Experience during the International Teaching Practicums: Insights from Complexity Theory and Boundary-Crossing Construct
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 5, S.701-704 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1770580
Schlagwörter	Preservice Teachers; Practicums; Learning Processes; Teacher Exchange Programs; Preservice Teacher Education; Asians; Student Attitudes; Study Abroad; Diaries; Reflection; Teacher Education Programs; Kindergarten; Elementary Secondary Education; Cultural Differences; Social Environment; Classification; Identification (Psychology); Transformative Learning; Foreign Countries; Foreign Students; Canada + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Studies abroad; Auslandsstudium; Diary; Tagebuch; Kultureller Unterschied; Soziales Umfeld; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Transformation; Ausland; Kanada
Abstract	This paper examines a cohort of Chinese preservice teachers' (PSTs') (n = 13) international teaching practicums (ITPs) experiences in Canada from the perspectives of complexity theory and boundary-crossing. Through semi-structured interviews and reflective journals, we positioned PSTs' ITPs within multiple layers, including biographies, the Chinese and Canadian teacher education programmes, the Canadian university setting, K-12 schools, and the different socio-cultural milieus. Through the lens of boundary-crossing, we categorised PSTs' ITPs into four categories: identification, coordination, reflection, and transformation. This article enriches our sophisticated understanding of the non-linear and multi-level nature of the PSTs' professional learning during the ITPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01