Pixel International Conferences

International exchange and training programs play an integral role in developing international cooperation among educators in different countries (Altback & Knight, 2007). Cross-culture learning is valuable learning experience that situate students in an environment where learning occurs through positive interactions with different cultures (Robertson, Line, Jones, & Thomas, 2000). An increasing number of teachers and school administrators are involved in exchange programs and implement new course and teaching practice in their institutions. However, research around exchange programs is still sparse. The Canadian university where this study took place had a reciprocal earning program with a Chinese university. The two universities exchange a group of teacher candidates each year for about one semester. Chinese exchange teacher candidates came in the fall semester to the Canadian university. While they stayed in Canada, the exchange students sat in teacher education classes, attended seminars, and were also placed in local school classes. The purpose of this study was to investigate the learning experience of Chinese teacher candidates who participated in the exchange program. The study employed a narrative inquiry. Narrative inquiry allows study participants to define what is central and crucial in their experience by using their own terms (Connelly & Clandinin, 1990). It helps researchers gain a deeper understanding of participants’ attitudes, viewpoints, and behavior patterns. Data were collected through observations, reflective journals, and interviews. Data analysis reveals that participants experienced various barriers including culture shock, isolation, language, undeveloped tome-management skills, and limited understanding of western pedagogical models. The study recommends that to maximize the benefits of cultural exchanges, it is critical to ensure participating students understand the nuances of time management and the transformative learning process so that they can maximize their critical engagement with the new context. Prior to their departure to Canada, exchange students should learn about Canadian culture and pedagogy. On the other hand, the Canadian university should make continued efforts to facilitate exchange students’ engagement and particularly offer mental health support through the exchange period.

Keywords: Science teacher candidates; reciprocal learning; cross-culture experience; narrative inquiry.

References:

[1] Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of studies in international education, 11(3-4), 290-305.
[2] Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
[3] Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19(1), 89-102.