Effects of an outbound transcultural teacher education programme to prepare teachers for relationships with students

ABSTRACT

This study examined the knowledge development of teacher–student relationships (TSRs) for Chinese pre-service teachers in an outbound teacher education programme in Canada. Both qualitative and quantitative methods were used to assess the TSR development of 22 Chinese pre-service teachers who participated in the programme. The findings indicated that pre-service teachers’ TSR knowledge had developed across three dimensions of ‘nature’, ‘outcomes’ and ‘how-to’ owing to the design of the programme, supportive and professional network, transcultural reciprocal learning context and practical experiences participants had acquired from China and Canada. The pre-service teachers could thus develop their TSR knowledge in a co-constructed, reflective and practice-oriented manner.

KEYWORDS:

• teacher–student relationships
• Chinese pre-service teachers
• reciprocal learning
• outbound transcultural teacher education programme

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Since 2013 and to date, the Social Sciences and Humanities Council of Canada (SSHRC) has funded the grand project titled Reciprocal Learning in Teacher Education and School Education between Canada and China.

2. The authors did not travel to Canada with the PTs but followed the participants through online discussions.

Additional information

Funding

Reciprocal learning in teacher education and school education between Canada and China (2013-2020), SSHRC Partnership Grant. Social Sciences and Humanities Research Council of Canada [Grant 895-2-012-1011]. Teacher education research, Fundamental Research Funds for China Central Universities. Southwest University [Grant SWU1709118].