Abstract
This chapter discusses the influence that participation in the Reciprocal Learning Program in Canada has on teachers in light of five themes emerging from the narratives: transformational pedagogical understanding, teacher-student relationships, sense of community and classroom settings, reconsidering the local situation, and opportunities for reflection. Another five themes emerging during teacher induction in China are highlighted: changes in teachers’ pedagogical practices, dissonance in pedagogy, considering reciprocal learning, acculturation and school culture, and mentorship.
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Notes
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In the inquiry-based instruction, the teacher’s role is to support students investigating natural phenomena in the same way that scientists construct knowledge within various scientific communities.
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Huang, J. (2018). Discussion of the Cross-Cultural Experiences and Chinese Teachers’ Induction. 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_8
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DOI: https://doi.org/10.1007/978-3-319-96478-2_8
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Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-96477-5
Online ISBN: 978-3-319-96478-2
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