Chinese Preservice Teachers' Perspectives of Mentoring Relationships in an International Learning Partnership
Bibliographic Data
| ID | 4308740 |
|---|---|
| Authors | Lana Parker (0000-0002-7032-3652, University of Windsor, Ontario, Canada, corresponding author), Shijing Xu (0000-0002-5542-7779, University of Windsor, Ontario, Canada), Chenkai Chi (0000-0002-4331-3600, University of Windsor, Ontario, Canada) |
| Year | 2022 |
| Volume | 73 |
| Issue | 5 |
| Pages | 525-537 |
| Publication date | 2022-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871221108655 |
| PMID | 36203488 |
| OpenAlex | W4285589414 |
| Language | EN |
| Citations received | 4 |
| References cited | 42 |
Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs
General partnership · Pedagogy · Perception · Political science · Professional development · Reciprocal · Teacher education · Value (mathematics · Collaborative Teaching and Inclusion · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Transforming medical training through telemedicine simulation and remote consultations with innovations, challenges, and global insights
Narrative inquiry in China
Emotional Status and Psychological Well-Being in the Educational Opposition Process
Assessing factors influencing the formation of preservice teacher professional identity
The Impact of Induction and Mentoring Programs for Beginning Teachers
The developing knowledge and identity of an Asian-American teacher
Chapter 1
What and how do student teachers learn during school-based teacher education
Elaborating a model of teacher professional growth
Teacher knowledge
Narrative inquiry for teacher education and development
Complementary methods for research in education
Teachers as sojourners
Making global connections
The Teacher Research Movement
Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization
What we're teaching teachers
Beyond the 'welcome-back party
Formal and Informal Mentoring
"Mentoring as More Than "Cheerleading
Rethinking Field Experience
Commonplace Intersections Within a High School Mathematics Leadership Institute
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |