‘The sun is far away, but there must be the sun’: Chinese students’ experiences of an international teaching practicum in China

Jin, Aijing; Parr, Graham; Hui, Leng

doi:10.1080/00131881.2020.1826340

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…This is also in line with the notion that cultural awareness is critical in understanding programme delivery and effectiveness (McGannon and Schinke, 2018). Given that FMS proficiency levels are low (Duncan et al, 2020;Zhang and Cheung, 2019), and PE practices are different (Jin et al, 2020; see also Table 1), the objective of the present study was to examine cross-cultural differences in FMS between children from England and China based on process-oriented measures.…”

Section: Introductionmentioning

confidence: 58%

“…Some influences on teachers' educational practice and students' engagement with PE may also be cultural-related. For instance, in China, respect towards teachers is deep-rooted (Jin et al, 2020), resulting in Chinese teachers spending less time on behaviour management strategies. Consequently, this may be affording Chinese children more time on the task to learn and practice the skills.…”

Section: Discussionmentioning

confidence: 99%

“…Compared to England and other western countries, China has a distinctive educational system, and therefore, primary PE practice, i.e. how PE is planned, taught, and assessed (Jin et al, 2020). Furthermore, the strong emphasis on academic achievement in China influences children's PA engagement (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

Duncan

Chen

et al. 2021

European Physical Education Review

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The present study aimed to examine cross-cultural differences in fundamental movement skills (FMS) proficiency levels in children aged 9–10 years old in England and China, using a process-oriented FMS measurement. Four FMS (run, jump, throw, catch) were measured using the Test of Gross Motor Development-2 (TGMD-2). The sample consisted of 272 (58.3% boys, 41.7% girls) Chinese children and 273 (48.7% boys, 51.3% girls) English children. ANCOVA analysis for the raw FMS scores showed significant sex by country interaction ( P = .022, partial η2 = .01). Chinese children scored higher than English children on total FMS, locomotor, and object control skill subsets. Additional Chi-squared analyses revealed significant differences regarding mastery levels of skills, with a higher proportion of Chinese children being classified as having advanced skill proficiency across three of four selected FMS (i.e. run, throw, and catch). The substantial cross-cultural differences found may be related to aspects such as Physical Education (PE) provision and process, educational policy, and other physical activity opportunities (e.g. extracurricular organised sports). Our findings require further examination of the contextual influences, in order to understand the optimal strategies that promote children's FMS development through PE, youth sports, or physical activity promotion.

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Section: Introductionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 99%

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Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

Duncan

Chen

et al. 2021

European Physical Education Review

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“…ITP was the place where the pre-service teachers have been strengthening various competencies related to teaching through actual exposure to the site. Also, the effects of an ITP also have been reported in many research studies, and in particular, the participants' multicultural competence development was reported (Wilson, 1993;Willard-Holt, 2001;Tang and Choi, 2004;Stachowski and Sparks, 2007;Walters et al, 2009;Barton et al, 2015;Kim et al, , 2021Kim et al, , 2022Jin et al, 2020).…”

Section: Multicultural Competenciesmentioning

confidence: 83%

Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Kim,

Yun,

Sol

2023

Front. Educ.

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IntroductionThis research aimed to study the achievement of teacher agency of Korean pre-service teachers through their experiences in an international teaching practicum (ITP). This study also diagnosed the domestic pre-orientation (DPO) program of G University to seek the possibilities of developing a TPACK strengthening program. The participants of this study were five female Korean pre-service teachers who were in the ITP from 2015-2016.MethodsThe data were collected in two different time slots: the teaching diaries and ITP reports from the Korean pre-service teachers, DPO teaching materials, and program instructor's field notes were collected in 2016, and then, the interview was conducted in 2018.Results and discussionTo study their teacher agency achievement, the three chordal triads of agency, the iterational dimension, the practical-evaluative dimension, and the projective dimension, were spotlighted and used as the lens to analyze the data. In addition, the DPO program was analyzed based on the elements of TPACK competencies. The research shows that the ITP was a trigger experience for the Korean pre-service teachers in terms of the achievement of teacher agency. The participants could project their aspirations and then decide and execute what they had learned from the ITP in their actual Korean classrooms. Also, the need to reconstruct the DPO program to be able to assist the pre-service teachers' TPACK achievement has been raised.

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“…The qualitative data provides a complement to the findings of confidence building from this PAPPET program based on epistemological and positional frames. It is important to highlight that the findings of this research specifically describe the benefits gained by the placement hosts in India because as Jin et al (2020) point out limited attention has been paid to the experiences and benefits of non-western practicum partners.…”

Section: Findings and Discussionmentioning

confidence: 99%

Building Global Teaching Capacity Among Pre-Service Teachers: Epistemological and Positional Framing in an Internationally Paired, Authentic Practicum

Kurup

Nethsinghe

et al. 2021

Journal of Studies in International Education

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Building the capacity of pre-service teachers to work in globalized cross-cultural environments is essential to cope with the challenges of the 21st century. This study establishes the value of internationally paired, authentically collaborative practicums with strong epistemological and positional framing in pursuing such capacity development. It was conducted among 90 pre-service teachers from three different universities in Australia and India who participated in a three-week paired practicum in three schools in India. The practicum included the collaborative production of an integrated Australian and Indian combined theme presented in a whole school forum. Mixed methods and a design-based research approach yielded data affirming that such a model did indeed provide pre-service teachers with the confidence to teach in increasingly diverse classrooms and contexts, while also identifying which aspects of this practicum model were most influential in this regard.

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‘The sun is far away, but there must be the sun’: Chinese students’ experiences of an international teaching practicum in China

Cited by 7 publications

References 24 publications

Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

Cross-cultural comparison of fundamental movement skills in 9- to 10-year-old children from England and China

Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge”

Building Global Teaching Capacity Among Pre-Service Teachers: Epistemological and Positional Framing in an Internationally Paired, Authentic Practicum

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