[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593705-105":59,"doc-detail-593705-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cross-cultural-communication-in-teacher-education-article-2","Cross-Cultural Communication in Teacher Education - Article 2","","This paper presents a case study of four fourth-year pre-service teachers from Federation University Australia who completed a three-week teaching placement in Anshan, Liaoning Province, China in April 2014. It examines perspectives of Chinese mentor teachers and Chinese students on the Australian pre-service teachers. The findings confirm mutual benefits of cross-cultural teacher education for all groups and highlight key differences in educational concepts, teaching strategies, and approaches across the two cultural systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cross-cultural-communication-in-teacher-education-article-2/593705/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cross-cultural-communication-in-teacher-education-article-2/593705.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the case study in this paper?","Question",{"text":112,"@type":113},"The paper focuses on four fourth-year pre-service teachers’ experiences and reflections after completing a three-week teaching placement in Anshan, Liaoning Province, China.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who are the key groups whose perspectives are explored?",{"text":117,"@type":113},"The study explores perspectives of both Chinese mentor teachers and Chinese students regarding the Australian pre-service teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences are highlighted between the two educational systems?",{"text":121,"@type":113},"The evidence indicates major differences in educational concepts and teaching strategies and approaches, attributed to different social and cultural contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593705,1792167047,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 6 | Article 2 |\n| --- | --- |\n| 2016\u003Cbr>Cross-Cultural Communication in Teacher Education\u003Cbr>Aijing Jin\u003Cbr>Federation University Australia, [a.jin@federation.edu.au](a.jin@federation.edu.au)\u003Cbr>Maxine Cooper\u003Cbr>Federation University Australia, [m.cooper@federation.edu.au](m.cooper@federation.edu.au)\u003Cbr>Barry Golding\u003Cbr>Federation University Australia |  |\n\nRecommended Citation  \nJin, A., Cooper, M., & Golding, B. (2016). Cross-Cultural Communication in Teacher Education. Australian Journal of Teacher Education, 41 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss6/2](http://ro.ecu.edu.au/ajte/vol41/iss6/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss6/2](http://ro.ecu.edu.au/ajte/vol41/iss6/2)  \nCross – Cultural Communication in Teacher Education: A Case Study of an Australian Pre-Service Teacher Placement in  \nLiaoning, China  \nAijing Jin  \nMaxine Cooper  \nBarry Golding  \nFederation University Australia  \nAbstract: This paper presents a case study of the experiences and  \nreflections of four fourth year pre-service teachers from Federation  \nUniversity Australia who completed their three-week teaching  \nplacement in Anshan, Liaoning Province, China, in April 2014. The  \nstudy also explores the perspectives and opinions of both the Chinese  \nmentor teachers and Chinese students towards the Australian pre  \nservice teachers. The research confirms the mutual benefits of cross  \ncultural teacher education professional experiences for pre-service  \nteachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because  \nof the different social and cultural contexts. The evidence from the  \nvoices of the participants indicates that the professional experience in  \nthese two Chinese schools fostered the Australian pre-service  \nteachers’ cross-cultural communication skills, developed their  \nconfidence and skills as teachers and generally enriched their  \npersonal and professional lives.  \nIntroduction and Background  \nCross-cultural experiences are considered a valuable contribution to the personal and professional growth of pre-service teachers (Sahin, 2008; Willard-Holt, 2001; Mahon & Cushner, 2002; Pence & Macgillivray 2008; Chinnappan, McKenzie & Fitzimmons, 2013; Zhao & Meyers, 2009). In the preparation of teachers it is generally accepted in the research literature that cross-cultural experiences are helpful in preparing teachers to work with diverse students in multicultural classroom teaching. This is especially important for Australian teacher education program providers, as Australia is recognized as a culturally diverse nation through its varied immigration policies. In addition, the Australian Professional Standards for Graduate Teachers is clear that teacher education graduates need to ‘Demonstrate knowledge of teaching strategies that are responsive to the learning strengthsand needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds’(AITSL, Australian Professional Standards for Teachers 2012, focus area, 1.3) . Therefore it is important to enable teacher education students to undertake diverse professional experiences in varied socio-cultural settings and to educate pre-service teachers to understand teaching and learning in multi-cultural contexts as well as developing the student’s ability to work with classes with multi-ethnic students from diverse cultural backgrounds.  \nThis paper reports on a cross-cultural teaching experience of pre-service teachers (PST) from the Faculty of Education and Arts, Federation University Australia to two middle schools in Anshan, Liaoning Province in north east China. Federation University Australia (FedUni) was created in January 2014 by bringing together the University of Ballarat and the Gippsland","cbCait7NX24b916k","https://ap.wps.com/l/cbCait7NX24b916k","pdf",543557,16,"English","# Introduction and Background\n## International placement context\n# Cross-cultural teaching experience in Anshan, China\n## Placement design and activities\n## Teaching and participant perspectives","[{\"question\":\"What is the focus of the case study in this paper?\",\"answer\":\"The paper focuses on four fourth-year pre-service teachers’ experiences and reflections after completing a three-week teaching placement in Anshan, Liaoning Province, China.\"},{\"question\":\"Who are the key groups whose perspectives are explored?\",\"answer\":\"The study explores perspectives of both Chinese mentor teachers and Chinese students regarding the Australian pre-service teachers.\"},{\"question\":\"What differences are highlighted between the two educational systems?\",\"answer\":\"The evidence indicates major differences in educational concepts and teaching strategies and approaches, attributed to different social and cultural contexts.\"}]","Cross-Cultural Communication in Teacher Education - Article 2 | PDF",1792077754]