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‘Why Do We Think We Are Doing Everything Right [Just] Because We Do It’: What Transforms Chinese and Scottish Student-teachers’ Taken-for-granted Views in Study Abroad Experiences

Li, Huaping; Costa, Cristina

‘Why Do We Think We Are Doing Everything Right [Just] Because We Do It’: What Transforms Chinese and Scottish Student-teachers’ Taken-for-granted Views in Study Abroad Experiences Thumbnail


Authors

Huaping Li



Abstract

This paper reports on how varied study abroad experiences transformed understanding of difference of student-teachers from two universities. Data were collected through a qualitative questionnaire and semi-structured interviews with 14 Chinese and Scottish student-teachers who presented what they had experienced and how they had made sense of difference. Drawing on transformative learning, this study reveals that opportunities to experience difference and resultant emotional struggles can develop student-teachers’ emotional maturity and readiness for change. It also highlights that critical reflection on challenges in their preconceptions about the self and others is essential to transform their preconceived views and develop their openness to difference. To maximise the transformative potential of study abroad programmes, we argue that student-teachers must be provided with a discourse that disrupts their taken-for-granted views and learning opportunities that have a critical orientation.

Citation

Li, H., & Costa, C. (2022). ‘Why Do We Think We Are Doing Everything Right [Just] Because We Do It’: What Transforms Chinese and Scottish Student-teachers’ Taken-for-granted Views in Study Abroad Experiences. Compare: A Journal of Comparative and International Education, 52(7), 1170-1188. https://doi.org/10.1080/03057925.2020.1852915

Journal Article Type Article
Acceptance Date Nov 17, 2020
Online Publication Date Dec 8, 2020
Publication Date 2022
Deposit Date Nov 18, 2020
Publicly Available Date Nov 18, 2020
Journal Compare: A Journal of Comparative and International Education
Print ISSN 0305-7925
Electronic ISSN 1469-3623
Publisher British Association for International and Comparative Education
Peer Reviewed Peer Reviewed
Volume 52
Issue 7
Pages 1170-1188
DOI https://doi.org/10.1080/03057925.2020.1852915

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