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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