Examining preservice teachers' professional learning experience during the international teaching practicums: insights from complexity theory and boundary-crossing construct. Issue 5 (19th October 2020)

• Record Type: Journal Article
• Authors: Zhu, Gang; Chen, Boyin; Li, Changjie; Li, Danyang
• Is Part Of: Journal of education for teaching. Volume 46:Issue 5(2020)
• Page Start: 701
• Page End: 704
• Publication Date: 2020-10-19
• Subjects: Professional learning -- international teaching practicums -- complexity theory -- boundary-crossing; Teachers -- Training of -- Great Britain -- Periodicals; 370.71
• DOI: 10.1080/02607476.2020.1770580
• Languages: English
• ISSNs: 0260-7476

Abstract

ABSTRACT: This paper examines a cohort of Chinese preservice teachers' (PSTs') (n = 13) international teaching practicums (ITPs) experiences in Canada from the perspectives of complexity theory and boundary-crossing. Through semi-structured interviews and reflective journals, we positioned PSTs' ITPs within multiple layers, including biographies, the Chinese and Canadian teacher education programmes, the Canadian university setting, K-12 schools, and the different socio-cultural milieus. Through the lens of boundary-crossing, we categorised PSTs' ITPs into four categories: identification, coordination, reflection, and transformation. This article enriches our sophisticated understanding of the non-linear and multi-level nature of the PSTs' professional learning during the ITPs.