000 03492nam a22004815i 4500
999 _c97950
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001 978-3-319-96478-2
003 DE-He213
005 20191024113550.0
007 cr nn 008mamaa
008 180912s2018 gw | s |||| 0|eng d
020 _a9783319964782
024 7 _a10.1007/978-3-319-96478-2
_2doi
040 _cМУБИС
050 4 _aLB2806.15
072 7 _aJNKC
_2bicssc
072 7 _aEDU007000
_2bisacsh
072 7 _aJNDG
_2thema
082 0 4 _a375
_223
100 1 _aHuang, Ju.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aPre-Service Teacher Education and Induction in Southwest China
_h[electronic resource] :
_bA Narrative Inquiry through Cross-Cultural Teacher Development /
_cby Ju Huang.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2018.
300 _aXVII, 182 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aIntercultural Reciprocal Learning in Chinese and Western Education
505 0 _aChapter 1. Introduction -- Chapter 2. Teacher Education and Induction From a Cross-cultural Perspective -- Chapter 3. What teachers can learn Research Methodology -- Chapter 4. Never Lose the Initial Aspiration不忘初心: Shan’s Narratives -- Chapter 5. Contemplating an Exit: Siyuan’s Narratives -- Chapter 6. Connecting Teaching to Daily Life: Hailiang’s Narratives -- Chapter 7. “Pursuit to be an Excellent Teacher”: Weiguo’s Narrative -- Chapter 8. Discussion of the Cross-Cultural Experiences and Chinese Teachers’ Induction -- Chapter 9. Educational and Societal Implications of the Cross-Cultural and Induction Experience -- Chapter 10. Conclusion. .
520 _aThis book is a narrative inquiry that focuses on four participating Chinese teacher candidates’ cross-cultural learning in Canada and stories of induction in Southwest China. Through the lens of “three-dimensional inquiry space” and “reciprocal learning in teacher education,” the author explores the influence of cross-cultural experiences on the dissonance of pedagogies, teacher-student relationships, socialization, and beliefs about teaching and learning that interweave global and national curriculum boundaries. The chapters provide insight into how Chinese beginning teachers struggle to voice and to socialize among a cacophony of past practices, lived experiences, and cross-cultural experiences.
650 0 _aCurriculum planning.
650 1 4 _aCurriculum Studies.
_0http://scigraph.springernature.com/things/product-market-codes/O15000
650 2 4 _aInternational and Comparative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O13000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319964775
776 0 8 _iPrinted edition:
_z9783319964799
776 0 8 _iPrinted edition:
_z9783030071998
830 0 _aIntercultural Reciprocal Learning in Chinese and Western Education
856 4 0 _uhttps://doi.org/10.1007/978-3-319-96478-2
_yElectronic version- Цахим хувилбар
942 _2ddc
_cEBOOK