Original article | International Journal of Research in Teacher Education 2021, Vol. 12(3) 65-80
Xueer Chen , Yibing Liu
pp. 65 - 80 | Manu. Number: ijrte.2021.018
Published online: September 30, 2021 | Number of Views: 3 | Number of Download: 58
Teacher-student relationships (TSRs) is highly influential in school education and hence teachers' knowledge about TSRs can make a difference in school education. Teacher knowledge is constructed long before teachers enter the career path formally and various teacher education programs exerts influence on it along with teachers’ life experience. This article compares Chinese preservice teachers’ TSRs knowledge before and after a transcultural and reciprocal learning program in teacher education the research participants included 22 preservice teachers from X University in China. It adopts a mixed method combined qualitative (interviews) and quantitative (questionnaire) methods. These participants responded to a same instrument before and after the program. And six interviewees were chosen for further interviews according to the mean changes on the Likert Scale in the questionnaire. Both quantitative and qualitative data were collected for analysis and discussion. Statistically significant differences were found between the means of the pre- and post-test in the three dimensions of the scale. Findings indicate that some knowledge development occurred in the participants beneficial from the program and their TSRs knowledge is a socially constructed product in the past-now-future continuum of personal life experience.
Keywords: teacher-student relationships (TSRs), Chinese preservice teachers, reciprocal learning, teacher knowledge
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