Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Parker, Lana; Xu, Shijing; Chi, Chenkai

doi:10.1177/00224871221108655

Cited by 9 publications

(6 citation statements)

References 48 publications

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“…Given that role models are key in entrepreneurship development, a vital way of getting female youth ready for entrepreneurship is via the development and implementation of a mentoring programme in both formal and non-formal learning sessions. This supports the position that mentoring is a means of learning from each other (Parker et al ., 2022).…”

Section: Introductionsupporting

confidence: 84%

Do psychological and social factors drive female youth entrepreneurial readiness: the moderating effect of entrepreneurial education

Quagrainie

2023

JEPP

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PurposeUsing resource-based theory as a base, this paper aims to analyse the moderating role of entrepreneurial education on the relationship between psychological (perseverance and fear of failure) and social (family support and role models) factors as they related to entrepreneurial readiness among female youth.Design/methodology/approachA sample of 1914 female youth who have pursued a formal entrepreneurial course was used to understand the relationship and its impact on entrepreneurial readiness. Liner regression technique was used to understand the hypotheses set for the study.FindingsThe results signify a positive impact of perseverance and family support for entrepreneurial readiness, while that of fear of failure was negative, role models were positive but non-significant. Entrepreneurial education was key for enhancing psychological and social factors abilities for female youth entrepreneurial readiness.Research limitations/implicationsThe cross-sectional data collected from females in an urban area makes the generalisation of the findings challenging.Practical implicationsPolicymakers and academia are to be cognizant of the fact that formal entrepreneurial education is a contributor to entrepreneurial readiness.Originality/valueThis study adds to the paucity of research on entrepreneurial readiness of female youth in developing economies like Ghana with the identification and explanation of its antecedents as well as situating it in both resource-based view and social capital theories.

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Section: Introductionsupporting

confidence: 84%

Do psychological and social factors drive female youth entrepreneurial readiness: the moderating effect of entrepreneurial education

Quagrainie

2023

JEPP

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“…Asian countries have also not been spared by the wave. China (Wang, Lavonen & Tirri, 2018;Parker, Xu & Chi, 2022), Indonesia (Munastiwi, 2021), Kuwait (Fayiz, Palaiologou & Folorunsho, 2016) and Saudi Arabia (Alghamdi and Al-Al-Ghamdi, 2021) have both focused on development of 21 st Century skills at kindergartens through provision of the appropriate conditions for the development of the child. This development entails physical, mental, emotional, spiritual and social growth in line with the needs and abilities of the child.…”

Section: What Are 21 St Century Skills In Ecd?mentioning

confidence: 99%

Teachers’ Perspectives on the Development of 21st Century Skills in Early Childhood Development

Manzunzu,

Maera

2024

JRIIE

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The study focusses on teachers` perspectives on the development of 21st century skills in Early Childhood Development (ECD). The study was motivated by mixed reactions by various teachers on the competency-based curriculum. A qualitative approach was adopted in order to get in- depth information from the teachers in their natural setting. A case study design was adopted drawing on five schools which were purposively sampled to obtain rich data. Semi- structured interviews were used to generate data. The study comprised ten Early Childhood Development teachers and five school heads who were purposively sampled. Data were analysed using thematic content analysis. The findings reveal that teachers have a good understanding of the 21st century skills. A few teachers, however, conflated the 21st century skills with learning areas. Findings further reveal challenges such as misconceptions on play pedagogies and lack of resources. The study recommends, strategies such as engaging in income generating ECD projects will capacitate schools to buy teaching and learning materials for teachers necessary in developing the 21st century skills. Another recommendation is the implementation of staff development for teachers and administrators on ECD curriculum.

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“…In addition, this partnership also offered collaborative research opportunities for other Canadian professors who were interested in international cross-cultural work. For example, Parker et al (2022) explore the perspectives of Chinese preservice teachers on mentoring relationships with their Canadian mentors through the RLP. The study finds that the candidates valued the relationships they formed with their mentors, which helped them to develop cultural competence and gain a deeper understanding of Canadian education.…”

Section: Narrative Inquiry For Reciprocal Learning In Teacher Educati...mentioning

confidence: 99%

Narrative inquiry in China

Xu,

Connelly,

Chi

2024

Front. Educ.

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Narrative inquiry has been widely used in different disciplines around the world. In this article, we focus on narrative inquiry in China where we start by retelling our first close contact with narrative researchers in China in 2007 when Professor Gang Ding at East China Normal University invited leading Chinese researchers to a three-day narrative inquiry workshop co-planned with us (Connelly and Xu). Second, we review narrative studies published in Chinese to demonstrate how widely narrative inquiry has been adopted in educational studies in the country in the past two decades by Chinese university researchers, graduate students, and schoolteachers. Next, our review of English literature of narrative studies related to education in China has two important components: English literature on narrative inquiry contextualized in China and narrative inquiry for reciprocal learning in teacher education and school education between Canada and China. Both reveal how narrative inquiry has contributed to international cross-cultural educational studies related to Chinese contexts. Finally, in the “Discussion” section, we provide our interpretation of some current dialogs on narrative inquiry among Chinese educational researchers; for example, the differences between yanjiu 研究 (research) and tanjiu 探究 (inquiry). Some heated discussions surrounding narrative inquiry in China are also highlighted, including: (1) cultural complexities in narrative inquiry, (2) theoretical frameworks in narrative inquiry, (3) re-storying and fictionalization processes in narrative inquiry, and (4) ethical considerations in narrative inquiry. To conclude, with cases selected and elaborated from the Canada-China partnership, we demonstrate how narrative inquiry has enabled us to develop “reciprocal learning” as both a conceptual framework and a methodological approach to building a multidimensional bridge for reciprocal learning in education between the West and East. This Reciprocal Learning approach reflects our global comparative studies view that the path to global cross-cultural harmony and understanding lies with collaborative action plans among people of different cultures. Writing this article on narrative inquiry in China enabled us to reflect on and learn from narrative inquirers and researchers in China while sharing what we have done in our own narrative inquiry.

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Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership

Cited by 9 publications

References 48 publications

Do psychological and social factors drive female youth entrepreneurial readiness: the moderating effect of entrepreneurial education

Do psychological and social factors drive female youth entrepreneurial readiness: the moderating effect of entrepreneurial education

Teachers’ Perspectives on the Development of 21st Century Skills in Early Childhood Development

Narrative inquiry in China

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