What They Learned Won’t Go Away - The Impacts of an International Exchange Program on Chinese Teacher Candidates’ Understanding of and Practice in Science Education

Oct 15, 2026

Uploaded by hdkawk

Study examines how a Canadian–Chinese international exchange program in teacher education influences Chinese science teacher candidates’ understanding of science education and affects their teaching practices after return. Using a qualitative design with interviews and reflective journals, the research finds participants value exchange highly and report stronger comprehension of Canadian schooling, curriculum, and pedagogy. Despite constraints in implementing new learning, participants attempt application within controllable classroom aspects.

LanguageEnglish

CategoryResearch & Report

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Pages21

Reading Time53 min

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Abstract

Purpose

Design/Approach/Methods

Findings

Originality/Value

Introduction

What They Learned Won’t Go Away: The Impacts of an International Exchange Program on Chinese Teacher Candidates’ Understanding of and Practice in Science Education George Zhou (周国强) University of Windsor Peiyu Wang (王佩玉) Queen’s University Tian Liu (刘天) Western University Junyi Zhang (张俊义) University of Windsor Yuanrong Li (李远蓉) Southwest University Chengyin Fu (付成茵) Chongqing No. 2 Foreign Language School Shue Wu (吴淑娥) Moutai Institute ECNU Review of Education 2022, Vol. 5(3) 404–424 ª The Author(s) 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120959676](DOI: 10.1177/2096531120959676)[ ](DOI: 10.1177/2096531120959676)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed Corresponding author: George Zhou, University of Windsor, 401 Sunset Avenue, Windsor, Ontario, Canada N9B 3P4. Email: [gzhou@uwindsor.ca](gzhou@uwindsor.ca) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons 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 pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). to examine how the international exchange program influenced Chinese science teacher candidates’ understanding of science education and how such learning impacted their teaching in China. Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection. Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never been forgotten. Participants tried to apply them here and there at the level they could control. Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants. Keywords Cross-culture learning, cultural competence, international exchange program, teacher education, transformative learning Date received: 27 June 2020; revised: 3 August 2020; accepted: 16 August 2020 Introduction In the context of globalization, internationalization of education is considered as essential for solving the world ’s conflicts, promoting equality and fairness, learning from the best practices, and promoting technology transfer (Murphy, 2007) . While education collaboration can take many formats such as joint degree programs, visiting scholars, collaborative research projects, short training programs, and so on, student international exchange programs provide an opportunity for participants from both sides to experience a different education environment for a reletively long period. In 2010, a Reciprocal Learning Program (RLP) in teacher education was established between a Canadian university located in s

FAQs

What is the purpose of this study?

To examine how the international exchange program shapes Chinese science teacher candidates’ understanding of science education and how that learning influences their teaching in China.

How was the study conducted?

The study used a qualitative design, collecting data primarily through interviews and reflective journals.

What did participants report as a key outcome of the exchange?

Participants greatly appreciated the exchange and described improved understanding of Canadian schooling, science curriculum, and pedagogy, which affected their views about teaching and classroom life.

Did participants manage to apply what they learned after returning?

Yes. Although they faced constraints implementing the learning in Chinese science classrooms, they continued trying to apply it where they could control classroom practice.

Oct 15, 2026

Uploaded by hdkawk