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Design/Approach/Methods: Six Beijing science teachers and their Finnish trainer took part in semi-structured interviews; eight interviews were analyzed using qualitative content analysis. Findings: Interviewees showed strong motivation to learn from the other education system and culture; outcomes differed in broadening understanding. 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From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings: The results show that all interviewees were highly motivated to learn from the Other’s education system and culture. Some participants benefited from a broader understanding of the Self’s and the Other’s education systems, while others did not. The interviewees also described  \nCorresponding author:  \nSuhao Peng, School of Applied Educational Science and Teacher Education, P.O. Box 111, University of Eastern Finland, Joensuu, FI-80101, Finland.  \nEmail: suhao.peng@uef.fi  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nsome participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China.  \nOriginality/Value: Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.  \nKeywords  \nEducation export, in-service teacher training, internationalization, Sino-Finnish teacher education, teacher professional development  \nDate received: 13 July 2022; revised: 21 January 2023; accepted: 6 March 2023  \nIntroduction  \nThe Finnish education system is globally renowned for “equality, playful learning and wellbeing” (Liu & Dervin, 2017, p. 530) . Consequently, since the early 2010s, Finland has engaged in education export (Koulutusvienti) with a view to commercializing the whole Finnish education system for foreign authorities, employers, and individuals, and exporting in-service teacher training programs is one of the national priorities (Opetushallitus, 2020) . Unlike traditional Anglophone education exporters (e.g., the UK), Finland mainly exports the Finnish basic education system instead of university degree provisions and has had a long tradition of avoiding educational marketization (Schatz, 2016b) . Because of this inexperience and the difficulty of learning from other experienced education exporters, the implementation process of Finnish education export is inefficient and estimated to remain that way until 2030 (ibid.) . Although the Finnish government publishes national guidelines for education export every four years (e.g., Opetushallitus, 2020), the","cbCaii7ojKuaRFpU","https://ap.wps.com/l/cbCaii7ojKuaRFpU","pdf",525813,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Background on Finland’s education export\n## China’s investment in foreign teacher training programs\n# Literature review\n## Motivations for participation","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study investigates the participation experiences of Chinese teacher trainees and their Finnish teacher trainer in an in-service program exported from Finland to Beijing.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Six Beijing science teachers and their Finnish trainer participated in semi-structured interviews, and eight interviews were analyzed using qualitative content analysis from an international education perspective.\"},{\"question\":\"What key findings were reported about participants’ experiences?\",\"answer\":\"All interviewees were highly motivated to learn from the other’s education system and culture; some reported broader understanding benefits, while others did not, and participants described implementation challenges such as language barriers.\"}]","The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China | PDF",1792092603,63]