Abstract
This paper investigated Chinese teachers' professional development in an experiential learning programme situated in a cross-cultural context and focused particularly on the role of teacher agency in the learning and localisation of foreign pedagogies. Analysis of interviews and classroom observations revealed the influence of experiential learning on deepening participants’ understanding of foreign experiences. It also highlighted the role of teachers as active agents in recontextualising overseas pedagogical practices in China, either by showing ambivalence towards changes or by developing transcultural pedagogies. The construction of their agency was related to their previous teaching experiences and learning of international perspectives on pedagogy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
