Pre-Service Teacher Education and Induction in Southwest China, Softcover reprint of the original 1st ed. 2018
A Narrative Inquiry through Cross-Cultural Teacher Development
Intercultural Reciprocal Learning in Chinese and Western Education Series

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Language: English

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Pre-Service Teacher Education and Induction in Southwest China
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Approximative price 79.11 €

In Print (Delivery period: 15 days).

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Pre-Service Teacher Education and Induction in Southwest China
Publication date:
Support: Print on demand
This book is a narrative inquiry that focuses on four participating Chinese teacher candidates? cross-cultural learning in Canada and stories of induction in Southwest China. Through the lens of ?three-dimensional inquiry space? and ?reciprocal learning in teacher education,? the author explores the influence of cross-cultural experiences on the dissonance of pedagogies, teacher-student relationships, socialization, and beliefs about teaching and learning that interweave global and national curriculum boundaries. The chapters provide insight into how Chinese beginning teachers struggle to voice and to socialize among a cacophony of past practices, lived experiences, and cross-cultural experiences.
Chapter 1. Introduction 

Chapter 2. Teacher Education and Induction From a Cross-cultural Perspective 

Chapter 3. What teachers can learn Research Methodology

Chapter 4. Never Lose the Initial Aspiration不忘初心: Shan’s Narratives

Chapter 5. Contemplating an Exit: Siyuan’s Narratives

Chapter 6. Connecting Teaching to Daily Life: Hailiang’s Narratives
   
Chapter 7. “Pursuit to be an Excellent Teacher”: Weiguo’s Narrative

Chapter 8. Discussion of the Cross-Cultural Experiences and Chinese Teachers’ Induction

Chapter 9. Educational and Societal Implications of the Cross-Cultural and Induction Experience

Chapter 10. Conclusion

Ju Huang is Associate Professor in the Faculty of International Studies and Instructor for Teacher Education and English as a Foreign Language programs at Southwest University, China.

Offers a unique look at how Chinese beginning teachers change due to cross-cultural learning and how they adapt to curriculum reform in China

Provides perspective on Chinese teachers’ current practices as well as how such practices continue to change and thus also influence teaching reforms in the globalized world

Appeals to scholars researching intercultural teacher development, study-abroad programs, international student teaching, teacher induction, Chinese educational reform, and comparative education as well as those interested in the broad social and political benefits of building cultural bridges between the East and the West