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Conclusion

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Pre-Service Teacher Education and Induction in Southwest China

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Abstract

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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Notes

  1. 1.

    There are 56 ethnic groups identified in China, among which the Han is the majority and 55 minority groups represent approximately 9% of the total population.

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Authors and Affiliations

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

    Ju Huang

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  1. Ju Huang
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Huang, J. (2018). Conclusion. 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_10

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  • DOI: https://doi.org/10.1007/978-3-319-96478-2_10

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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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