他山之石,何以攻玉?师范生跨文化实习中的多重角色与信念重塑OA

Pre-service teachers serve as a reserve force in replenishing national teacher education resources,with MOE-sub-sidized normal university students being the seed candidates for"Four Qualities of Good Teachers".Teacher beliefs form the starting point and spiritual foundation of a high-quality teacher training system.This study draws on positioning theory to conduct a qualitative study from 18 pre-service teachers during a five-week cross-cultural education internship.The findings reveal that within the cross-cultural internship context,the teachers'beliefs undergo a process of deconstruction,negotia-tion,and reconstruction.From the observer perspective,cultural comparison and identification of differences lead to the loosening and deconstruction of their belief systems.From the practitioner perspective,their beliefs are negotiated through strategic adaptation in cross-cultural teaching practices.From the reflector perspective,beliefs are systematically integrated through critical reflection and a return to their own cultural and professional stance.The study illuminates the process of teacher belief reshaping within the unique context of cross-cultural internships,offering insights for fostering pre-service teachers'professional beliefs.