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.
This paper reviews the larger context of English language learning and multimodality and attempts to shed light on how multimodal texts impact adult English language learners’ social practice of second language learning and their identities. The theories of multimodality and identity texts shape this study. The data in this case study were collected through participant observation, interview, and artefact elicitation. The results show that multimodal text creation could help adult English language learners transform the learning model from competition to cooperation, from operational aspects to social aspects, and from monolingual to multimodal, as they invest their identities in the creation of these texts. Some implications and recommendations for English language teaching instructors and researchers are provided. / Keywords: multimodal texts, international education, English language learning, language and identity, artefact elicitation
This qualitative study is to report an activity designed in the Learning English through the Arts program to explore the L1 use in an L2 class at a Canadian University English Language Improvement Center. The participants are five adult English language learners registered in different departments and faculties at a Canadian university. The results showed that: 1) L1 can, to some extent, facilitate students' L2 learning; 2) home culture sharing is an effective activity when teachers consider integrating L1 in L2 class, and 3) multimodal ways of presentation are crucial in integrating L1 into L2 learning. This study can provide insights for English language teachers who want to integrate L1 into L2 classes. In addition, for teacher educators, this study can also offer suggestions for teacher education programs with an increasing need to develop competent teachers to support English language learners in a diverse learning environment.
Banner and Cannon's (2017) The Elements of Teaching has a universal and enduring appeal. The first edition of this concise volume was published in 1997 and consistently attracted readers for over two decades, and the second edition has continued to garner the same level of attention. In addition to teachers and other staff in the field of education, this book targets a broader audience that includes educators, trainers in various industries, parents, and any individuals who teach others. In this book, Banner and Cannon dissect ten qualities that an effective and successful teacher possesses: learning, authority, ethics, order, imagination, compassion, patience, tenacity, character, and pleasure. Each chapter fully elaborates on one quality and concludes with a concrete illustration through a fictional case that exemplifies a teacher who does or does not possess the corresponding teaching element of the chapter. While methodological instruction is rarely explicitly addressed, pedagogy is thoroughly discussed; therefore, this book can yield immense rewards for veteran educators if they deliberate over the qualities to reappraise their teaching journey. For novice teachers and any person pursuing teaching as a future career, this book insightfully depicts the professionalism of teaching, which seems obvious but has scarcely been articulated based on Author 1's 10-year teaching and learning experience in China and Canada.In the opening sentence, Banner and Cannon arrive straight to the point by declaring that teaching is an art. This statement manifests the keynote of the book: to explore the beauty of education rather than analytical approaches or techniques, such as how different teaching methodologies accommodate diverse groups of students. It is undisputed
the Study of Education/ Société canadienne pour l'étude de l'éducation www.cje-rce.ca Book Review/Recension d'ouvrageThe Holistic Curriculum (3rd ed.)
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