ERIC Number: EJ1447804
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359-866X
EISSN: EISSN-1469-2945
Professional Experience of Chinese International Pre-Service Teachers in Australia's Early Childhood Education: Professional Learning and Belonging
Haoran Zheng; Anne Keary; Julie Faulkner
Asia-Pacific Journal of Teacher Education, v52 n5 p560-573 2024
International pre-service teachers (PSTs) can struggle to engage with Professional Experience (PE) communities in an Australian Early Childhood Education context. This qualitative case study examines three first-year Chinese international PSTs' PE in different early childhood settings in Australia. Framed by Bourdieu's analytical concepts, this paper explores Chinese PSTs' culturally shaped understanding of PE and mentoring expectations, showing how this dimension of their habitus is differentiated and differentiating. We argue that with a supportive learning community, the rich cultural and linguistic repertoire of international PSTs can add to capital and funds of knowledge of Australian Early Childhood Education.
Descriptors: Foreign Countries, Teaching Experience, Foreign Students, Preservice Teachers, Early Childhood Teachers, Sense of Community, Communities of Practice, Cultural Influences, Mentors, Interpersonal Relationship, Faculty Development, Practicums, Child Care Centers, Preschool Teachers
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; China
Grant or Contract Numbers: N/A