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What They Learned Won’t Go Away: The Impacts of an International Exchange Program on Chinese Teacher Candidates’ Understanding of and Practice in Science Education - George Zhou (周国强), Peiyu Wang (王佩玉), Tian Liu (刘天), Junyi Zhang (张俊义), Yuanrong Li (李远蓉), Chengyin Fu (付成茵), Shue Wu (吴淑娥), 2022 (sagepub.com)
Article Information
Manuscript received: June 27, 2020
Revision received: August 3, 2020
Manuscript accepted: August 16, 2020
Published online: November 22, 2020
Issue published: September 2022
Author
George Zhou (周国强)
University of Windsor
Peiyu Wang (王佩玉)
Queen’s University
Tian Liu (刘天)
Western University
Junyi Zhang (张俊义)
University of Windsor
Yuanrong Li (李远蓉)
Southwest University
Chengyin Fu (付成茵)
Chongqing No. 2 Foreign Language School
Shue Wu (吴淑娥)
Moutai Institute
Abstract
Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed to examine how the international exchange program influenced Chinese science teacher candidates’ understanding of science education and how such learning impacted their teaching in China.
Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection.
Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never been forgotten. Participants tried to apply them here and there at the level they could control.
Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants.
Keywords
Cross-culture learning, cultural competence, international exchange program, teacher education, transformative learning