Pre-service Teacher Education and Induction in Southwest China: A Narrative Inquiry through Cross-Cultural Teacher Devel
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This book is also a valuable addition to teacher education curricula, as Arab newcomer students are a growing group of students in Canadian schools. The book offers a nuanced perspective on the complexity of Arab newcomers’ experiences in Canada, and highlights the importance of teachers and school personnel as critical supports.
Elizabeth BUCKNER ( ) University of Toronto E-mail: [email protected]
https://doi.org/10.1007/s11516-020-0024-6 Pre-service Teacher Education and Induction in Southwest China: A Narrative Inquiry through Cross-Cultural Teacher Development. Ju Huang. Cham, Switzerland: Palgrave Macmillan, 2018. XVII+182pp., (paperback), 69.99€, ISBN: 978-3-319-96478-2. Teacher education is a contested field that involves the negotiation of various forces. From a traditional perspective, teacher education is a national project, and its primary goal is to serve the economic and social development of a nation. In the past few decades, the trend of globalization has been sweeping across almost every corner of the world. People, materials, and ideas have been transcending national borders at an astonishing magnitude. This irreversible trend challenges the traditional, nationalistic view of teacher education and calls for new approaches to preparing educators for the increasingly interconnected world. Dr. Huang’s book, Pre-service Teacher Education and Induction in Southwest China: A Narrative Inquiry through Cross-Cultural Teacher Development, reports on a study that examines the influence of an innovative study-abroad program on teachers’ development and socialization. In Chapters 1 to 3, Dr. Huang lays out the background of the study and explains that her engagement with the Teacher Education Reciprocal Learning Program (shortened as “RLP” hereafter) as a guide teacher and graduate assistant led to the birth of this study.
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The RLP is a teacher education study abroad program jointly established by the University of Windsor in Canada and the Southwest University in China. The core value and purpose of the RLP is to facilitate reciprocal learning between Chinese and Canadian teacher education students through three-month immersive professional learning experiences in the “other” side and follow-up activities after the students return to their home contexts. Chapters 4 to 7 are the “gems” of the book. In these chapters, Dr. Huang reports on the key findings of her narrative inquiry into four Chinese teachers’ (i.e., Shan, Siyuan, Hailiang, and Weiguo) experiences with RLP. Each of the four chapters focuses on one participant. Dr. Huang retells the teachers’ experiences and perspectives in the same chronological order and with the unique, storied themes and sub-themes that have emerged from the participants’ experiences. In Chapters 8 to 10, Dr. Huang discusses multiple implications this study can suggest for teacher education research and practice internationally. In conclusion, Dr. Huang argues that a bidirectional, inquiry-oriented, and collaborative study abroad experienc
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