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" Pre-service teacher education and induction in southwest China: a narrative inquiry through cross-cultural teacher development "
/ Ju Huang.
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Central Library of the Kurdistan University
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| Material Type
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Latin Book
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| Record Number
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215712
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| Doc. No
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4056
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| Language of Document
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English
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| Main Entry
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AuthorHuang, Ju,
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| Title & Author
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Pre-service teacher education and induction in southwest China: a narrative inquiry through cross-cultural teacher development\ / Ju Huang.
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| Publication Statement
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Cham, Switzerland: : Palgrave Macmillan, , 2018.
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| Series Statement
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Intercultural reciprocal learning in Chinese and Western Education.
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| Page. NO
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xvii, 182 pages.
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| ISBN
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978-3-319-96477-5
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: 978-3-319-96478-2 (eBook)
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Foreword; Acknowledgments; Intercultural Reciprocal Learning inChinese and Western Education SeriesForeword; The Series andEast-West Contrasting EducationalNarratives; Series Objectives andContribution toKnowledge; Contents; Chapter 1: Introduction; Context ofthe Pre-Service Teacher Education Reciprocal Learning Program; Purpose oftheBook; Social Significance oftheStudy; Mapping theStudy; References; Chapter 2: Teacher Education andInduction fromaCross-Cultural Perspective; Teacher Induction; Teacher Induction inWestern Literature; Teacher Induction inChina Chinese Curriculum Reform Context andFree Teacher Education PolicyContext ofChinese Curriculum Reform andTeacher Development; Free Teacher Education Policy; Improving Teacher Education andDevelopment fromaCross-Cultural Perspective; Impact ofStudy Abroad andCross-Cultural Learning inTeacher Education; References; Chapter 3: Research Methodology: TheWay ofNarrative Inquiry; Coming toan Understanding ofNarrative Conceptualizations; My Evolving Understanding ofPersonal Practical Knowledge; Reflections onTeachers' Professional Knowledge Landscapes Narrative Inquiry AsMethodology intheInquiryA Puzzle toExplore; Positioning Myself intheResearch; Research Design andProcedures; Field Text Collection; Conversations; Interviews; Field Notes; Participant Observation; Document Analysis; From Field Text toResearch Text; Research Text andResearcher's Role; Theoretical Framework: Three-Dimensional Life Space ofNarrative Inquiry; Temporality inBeginning Teachers' Narrative Inquiry; Sociality inBeginning Teachers' Narrative Inquiry; Place inBeginning Teachers' Narrative Inquiry; References Feeling aSense ofConfusionKeeping theOriginal Aspiration intheThird toFourth Year ofTeaching; "I Will Not Judge Which Type ofInquiry Pedagogy Is Better"; Being aMentor toMr. Wang; Stories Going Forward: Continuing theConnection withtheReciprocal Learning Program; Reference; Chapter 5: Contemplating anExit: Siyuan's Narratives; Cross-Cultural Experiences inCanada; "The Principal andtheTeachers Are Equal inCanada"; "No Learning Will Happen Without Relationship inCanada"; Teaching inChina AsaBeginning Teacher; Encountering Challenges andOpportunities AsanIntern.
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| Abstract
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This 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.
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| Subject
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Teachers--Training of--China, Southwest.
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| Subject
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Curriculum planning.
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| publication status
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e
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| Keyword
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Curriculum planning.
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Training of Teachers.
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China.
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