Purpose:This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing,Chi...Purpose:This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing,China.Design/Approach/Methods:Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews.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 some 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.Originality/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.展开更多
This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case st...This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case study serves as an illustration of the use of the concept of culture by a scholar from Finland to retail Finnish education in China.The results show a reliance on an old and highly criticized conception of culture and a tendency to exoticize and aggrandize Finland,the Finns and Finnish education.Yet a hint at similarities between“Asians”and Finns represents an interesting move from typical differentialist discourses.The article ends with a call for taking interdisciplinarity and ethics into account in edu-business activities in academia.展开更多
基金The authors disclosed receipt of the following financial support for the research,authorship,and/or publication of this article:This research was supported by the EDUFI Fellowship[decision number:OPH-645-2021]Finnish National Agency for Education(Opetushallitus).
文摘Purpose:This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing,China.Design/Approach/Methods:Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews.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 some 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.Originality/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.
文摘This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case study serves as an illustration of the use of the concept of culture by a scholar from Finland to retail Finnish education in China.The results show a reliance on an old and highly criticized conception of culture and a tendency to exoticize and aggrandize Finland,the Finns and Finnish education.Yet a hint at similarities between“Asians”and Finns represents an interesting move from typical differentialist discourses.The article ends with a call for taking interdisciplinarity and ethics into account in edu-business activities in academia.
