Skip to main content
SpringerLink
Log in

Teacher Education and Induction from a Cross-Cultural Perspective

  • Chapter
  • First Online:
Pre-Service Teacher Education and Induction in Southwest China

  • 358 Accesses

Abstract

This chapter first presents teacher induction in Western and Chinese literature. The second part of the chapter reviews the context of Chinese curriculum reform and teacher development in order to help readers understand the context of this project’s research findings. The third part of this chapter begins with teacher education and development from a cross-cultural perspective and then delineates the impact of study abroad and cross-cultural learning in teacher education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 59.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 79.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 84.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Xingzhi Tao, 1891–1946, studied under John Dewey at Teachers College, Columbia University, returning to China in 1917. Greatly concerned for basic education in China, he founded a National Association of Mass Education Movements, and had a huge influence on school education and teacher education.

  2. 2.

    Yuanpei Cai, 1868–1940, was an influential educator, Minister of Education, President of Peking University, and founder of the Academica Sinica. He had achieved the highest (Jinshi) degree in China’s traditional education and spent eight years at the universities of Leipzig and Berlin in Germany, as well as some time in France, between 1907 and 1916.

References

  • Bai, L. (2008). The teacher education in multicultural perspective. Minority Education Research, 19(5), 124–128.

    Google Scholar 

  • Brindley, R., Quinn, S., & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25, 525–532.

    Article  Google Scholar 

  • Britton, T., Paine, L., Pimm, D., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Dordrecht, The Netherlands: Kluwer.

    Book  Google Scholar 

  • Byram, M. (1997). Teaching and assessing intercultural competence. Clevedon, UK: Multilingual Matters.

    Google Scholar 

  • Cai, X. Y. (2012). The study of multicultural teacher education of Xinjiang minority region (Unpublished Master’s thesis). Xinjiang Normal University, Urumqi, China.

    Google Scholar 

  • Chen, S. J. (2007). On training models of free-of-tuition Normal students. Journal of Southwest University (Social Sciences Ed.), 6, 7–11.

    Google Scholar 

  • Chen, S. J. (2009). The transformation of Chinese teacher education in international perspective. Global Education Outlook, 5, 29–33.

    Google Scholar 

  • Chen, S. J., & Tan, J. C. (2011). International comparison of teacher induction. Chongqing, China: Southwest Normal University Press.

    Google Scholar 

  • Ciuffetelli Parker, D. (2010). Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years. Teaching and Teacher Education, 26(6), 1249–1260. https://doi.org/10.1016/j.tate.2010.03.002.

    Article  Google Scholar 

  • Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher Education, 56(4), 301–306.

    Article  Google Scholar 

  • Craig, C. (2014). From stories of staying to stories of leaving: A US beginning teacher’s experience. Journal of Curriculum Studies, 46(1), 81–115. https://doi.org/10.1080/00220272.2013.797504.

    Article  Google Scholar 

  • Cui, Y. (2006). The history of Chinese teacher education. Taiyuan, China: Shangxi Education.

    Google Scholar 

  • Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 34(Winter), 27–39.

    Google Scholar 

  • Dai, D. Y., Gerbino, K. A., & Daley, M. J. (2011). Inquiry-based learning in China: Do teachers practice what they preach, and why? Frontier Education China, 6(1), 139–157.

    Article  Google Scholar 

  • Dewey, J. (1938). Experience and education: The 60th anniversary edition. West Lafayette, IN: Kappa Delta Pi.

    Google Scholar 

  • Ding, G. (2001). Teacher education and development in China: Introduction. Asia Pacific Journal of Teacher Education and development, 4(2), 1–4.

    Google Scholar 

  • Emert, A. H. (2008). Developing intercultural competence through teaching abroad with Fulbright: Personal experience and professional impact (Doctoral dissertation). University of Minnesota, Minneapolis, MN.

    Google Scholar 

  • Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. Odell, & R. Clift (Eds.), Past, present and future research on teacher induction (pp. 15–30). Lanham, MA: Rowman & Littlefield.

    Google Scholar 

  • General Office of the State Council of the People’s Republic of China. (2007). Jiaoyubu Zhishu shifan daxue shifansheng mianfei jiaoyu shishi banfa [The provision of teacher candidates of the Free Teacher Education Program]. Retrieved from http://www.gov.cn/zwgk/2007-05/14/content_614039.htm

  • Gleeson, M., & Tait, C. (2012). Teachers as sojourners: Transitory communities in short study-abroad programmes. Teaching and Teacher Education, 28, 1144–1151.

    Article  Google Scholar 

  • Gu, P. Y. (2009). Understanding EFL teachers as learners: Case studies. Beijing, China: Foreign Language Teaching and Research Press.

    Google Scholar 

  • Guo, S. B. (2005). Exploring current issues in teacher education in China. The Alberta Journal of Educational Research, 51(1), 69–84.

    Google Scholar 

  • Hagin, D. A. (2012). Free teacher education policy implementation in China (Unpublished doctoral dissertation). University of Washington, Seattle, WA.

    Google Scholar 

  • Hamel, F., Chikamori, K., Ono, H., & Williams, J. (2010). First contact: Initial responses to cultural disequilibrium in a short term teaching exchange program. International Journal of Intercultural Relations, 34(6), 600–614.

    Article  Google Scholar 

  • Howe, E. R. (2005). Japan’s teacher acculturation—A comparative ethnographic narrative of teacher induction (Unpublished Master’s thesis). University of Toronto, Toronto, ON.

    Google Scholar 

  • Howe, E. R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287–297.

    Article  Google Scholar 

  • Howe, E. R., & Xu, S. (2013). Transcultural teacher development within the dialectic of the global and local: Bridging gaps between east and west. Teaching and Teacher Education, 36, 33–43. https://doi.org/10.1016/j.tate.2013.06.010.

    Article  Google Scholar 

  • Ji, M., Zhou, K., & Xia, Y. (2011). The investigation and analysis of the need for new teachers’ professional development—Take the example of Hongkou District, Shanghai. Shanghai Educational Research, 12, 14–20.

    Google Scholar 

  • Jin, Z. (2008). The history, theory and practice of teacher education. Shanghai, China: Shanghai Educational Publishing House.

    Google Scholar 

  • Kang, C., Erickson, G., Ryan, J., & Mitchell, I. (2011). Constructing a cross-cultural teacher professional learning community in the context of China’s basic education curriculum. In J. Ryan (Ed.), Understanding China’s education reform: Creating cross-cultural knowledge, pedagogies and dialogue (pp. 224–242). London: Routledge.

    Google Scholar 

  • Li, D., & Edwards, V. (2013). The impact of overseas training on curriculum innovation and change in English language education in western China. Language Teaching Research, 17(4), 390–408.

    Article  Google Scholar 

  • Li, H. (2008). The research of beginning teachers’ induction education (Unpublished Master’s thesis). Shanghai Normal University, Shanghai.

    Google Scholar 

  • Li, J. (2011). Asian perspectives on teacher education, edited by Shin’ichi Suzuki and Edward R. Howe. Comparative and International Education Society, 55(1), 149–151.

    Google Scholar 

  • Liu, Y., & Fang, Y. (2009). Basic education reform in China: Globalization with Chinese characteristics. Asia Pacific Journal of Education, 29(4), 407–412. https://doi.org/10.1080/02188790903312714.

    Article  Google Scholar 

  • Ma, L. (1992). Discussing teacher induction in China and relevant debates in the United States with a Chinese teacher: A conversation with Yu Yi. Retrieved from http://ncrtl.msu.edu/http/craftp/html/pdf/cp922.pdf

  • Marquardt, S. (2011). (Re)telling: A narrative inquiry into pre-service TESOL teachers’ study abroad experiences (Unpublished doctoral dissertation). Michigan State University, Ann Arbor, MI.

    Google Scholar 

  • Marx, H., & Moss, D. M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62(1), 35–47. https://doi.org/10.1177/0022487110381998.

    Article  Google Scholar 

  • McGaha, J. M., & Linder, S. M. (2012). The impact of studying abroad on male pre-service teachers: A phenomenological investigation. Multicultural Perspectives, 14(3), 163–168. https://doi.org/10.1080/15210960.2012.697011.

    Article  Google Scholar 

  • Meng, F. (2007). On preparing inter-cultural teachers in minority areas. Teacher Education Research, 19(3), 12–19.

    Google Scholar 

  • Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16(4), 429–443. https://doi.org/10.1016/S0742-051X(00)00004-4.

    Article  Google Scholar 

  • Paine, L., & Fang, Y. P. (2006). Reform as hybrid model of teaching and teacher development in China. International Journal of Education Research, 45, 279–289.

    Article  Google Scholar 

  • Paine, L., & Fang, Y. P. (2007). Supporting China’s teachers: Challenges in reforming professional development. In E. Hannum & A. Park (Eds.), Education and reform in China (pp. 173–190). London: Routledge.

    Google Scholar 

  • Pence, H. M., & MacGillivray, I. K. (2008). The impact of an international field experience on pre-service teachers. Teaching & Teacher Education, 24(1), 14–25.

    Article  Google Scholar 

  • Pray, L., & Marx, S. (2010). ESL teacher education abroad and at home: A cautionary tale. Teacher Educator, 45(3), 216–229.

    Article  Google Scholar 

  • Qi, J. (2012). The role of Chinese Normal Universities in the professional development of teachers (Unpublished Master’s thesis). University of Toronto, Toronto.

    Google Scholar 

  • Ryan, J., Kang, C., Mitchell, I., & Erickson, G. (2009). China’s basic education reform: An account of an international collaborative research and development project. Asia Pacific Journal of Education, 29(4), 427–441. https://doi.org/10.1080/02188790903308902.

    Article  Google Scholar 

  • Schlein, C. M. (2007). (Un)learning to teach: A narrative inquiry into the experiences of Canadian teacher-returnees from Northeast Asia (Unpublished doctoral dissertation). University of Toronto, Toronto, ON.

    Google Scholar 

  • Scoffham, S., & Barnes, J. (2009). Transformational experiences and deep learning: The impact of an intercultural study visit to India on UK initial teacher education students. Journal of Education for Teaching, 35(3), 257–270.

    Article  Google Scholar 

  • Shi, J. (2009). Research on the current situation and the mode of the inductive teacher education in primary and middle school in China (Unpublished Master’s thesis). Jiangxi Normal University, Nanchang, China.

    Google Scholar 

  • Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 559–582). New York: Routledge, Taylor & Francis, and Association of Teacher Education.

    Google Scholar 

  • Southwest University. (2007). A brief introduction to Southwest University. Retrieved from http://swu.edu.cn/english/about.html

  • Tan, C., & Chua, C. S. K. (2014). Education policy borrowing in China: Has the west wind overpowered the east wind? Compare: A Journal of Comparative and International Education, 45, 686. https://doi.org/10.1080/03057925.2013.871397.

    Article  Google Scholar 

  • Tang, S. Y. F., & Choi, P. L. (2004). The development of personal, intercultural and professional competence in international field experience in initial teacher education. Asia Pacific Education Review, 5(1), 50–63.

    Article  Google Scholar 

  • The Central People’s Government of the People’s Republic of China. (2001). Jichu jiaoyu kecheng gaige gangyao [Outline for basic education curriculum reform]. Retrieved from http://www.gov.cn/gongbao/content/2002/content_61386.htm

  • The Central People’s Government of the People’s Republic of China. (2010). Jiaoyubu Zhishu shifan daxue mianfei shifansheng zaizhi gongdu jiaoyu shuoshi zhuanye xuewei shishi banfan (Temporary measures of implementation of pursuing education Master’s degree for teacher candidates of the Free Teacher Education Program in the Normal universities directed under the Ministry of Education). Retrieved from http://www.gov.cn/zwgk/2010-05/27/content_1614565.htm

  • Wang, J., Odell, J. S., & Schwille, S. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132–152.

    Article  Google Scholar 

  • Wang, M. H. (2015). Canadian teacher candidates’ narratives of their cross-cultural experiences in China. Unpublished doctoral dissertation. University of Windsor, ON.

    Google Scholar 

  • Wang, Q. (2007, September). From the curriculum to classroom practice: What support do teachers need in the process of change? Second National Conference on Foreign Language Teacher Education and Development. Beijing, China.

    Google Scholar 

  • Wang, Y., & Phillion, J. (2009). Minority language policy and practice in China: The need for multicultural education. International Journal of Multicultural Education, 11(1), 18–24.

    Article  Google Scholar 

  • Xu, S., Chen, S., & Huang, J. (2015). Pedagogies of diversity: West-east reciprocal learning in pre-service teacher education. In L. Orland-Barak, C. J. Craig (Eds.), International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Volume 22B) (pp. 137–160). Bingley, UK: Emerald Group Publishing Limited.

    Google Scholar 

  • Xu, S. J., & Connelly, F. M. (2009). Cross-cultural school narratives: Shanghai-Toronto-Beijing Sister School Network (2009–2012). Proposal material discussed at Southwest University partnership meeting.

    Google Scholar 

  • Yang, X. (2014). Conception and characteristics of expert mathematics teachers in China (Unpublished doctoral dissertation). University of Hong Kong, Hong Kong.

    Google Scholar 

  • Ye, L. (2006). On “New Basic Education”: Inquiry and understanding of contemporary Chinese school reform. Beijing, China: Education Science Press [InChinese].

    Google Scholar 

  • Ye, L., & Bai, Y. (2001). Roles of teachers and teacher development. Beijing, China: Educational Science.

    Google Scholar 

  • Young, R. Y. (2010). International study tours and the development of sociocultural consciousness in K-12 teachers (Unpublished doctoral dissertation). University of Massachusetts, Amherst.

    Google Scholar 

  • Zhong, Q. Q. (2006). Curriculum reform in China: Challenges and reflections. Frontiers in Education in China, 1(3), 370–377.

    Article  Google Scholar 

  • Zhou, Y., Xu, S. J., & Bayley, J. (2010). Intercultural competence and EFL teaching in China. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners—Skills, perceptions & intercultural adaptation (pp. 138–166). Hampshire, UK: Palgrave.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Southwest University, Beibei district, Chong Qing, China

    Ju Huang

Authors
  1. Ju Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Huang, J. (2018). Teacher Education and Induction from a Cross-Cultural Perspective. In: Pre-Service Teacher Education and Induction in Southwest China. Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-96478-2_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-96478-2_2

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-96477-5

  • Online ISBN: 978-3-319-96478-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation