This research confirmed that cross-cultural teacher development has the benefit of providing the participants with potentially valuable new perspectives on their own education system and influencing their teaching practice. It is concluded that long-term influences can be realized in relation to teachers’ curriculum views, global and local perspectives, resonance and self-reflection from the cross-cultural experience in Canada. It is validated that, for Chinese beginning teachers, the newly learned or verified knowledge of Western education created real challenges related to their current knowledge, beliefs, and practices.
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