Chinese Preservice Teachers' Perspectives of Mentoring Relationships in an International Learning Partnership.

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-07-15 eCollection Date: 2022-11-01 DOI:10.1177/00224871221108655

Lana Parker, Shijing Xu, Chenkai Chi

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引用次数: 3

Abstract

Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.

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中国职前教师在国际学习伙伴关系中的师徒关系视角。

师徒关系是教师教育的重要组成部分。随着国际学习交流的机会越来越多，有必要更好地理解跨文化指导如何以互惠学习为特征。本研究探讨国际跨文化教师教育交流中学员对师徒关系的看法。我们对参加国际教师教育交流项目的19名中国职前教师进行了研究，探讨他们对跨文化师徒关系和相互学习的看法。我们的研究结果表明，在师徒关系中，当存在牢固的关系关系、互惠学习的机会以及对文化复杂性的更高认识时，学习效果会得到改善。我们认为，直接支持师徒关系是有价值的，这对国际交流和教师教育项目都有影响。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).