Unveiling the journey of self-reflection: pre-service Chinese teachers’ experiences in overseas internships

Abstract

ABSTRACT In an era characterized by globalization and interconnectedness, the field of education has become increasingly dynamic, demanding educators with not only pedagogical expertise but also deep understanding of diverse cultural contexts. The study aims to investigate self-reflection in pre-service Chinese teachers (PSCT) during overseas internships, exploring its impact on personal, professional, and intercultural development. The data were collected from 735 PSCT, out of whom the study engaged in qualitative interviews with 30. This study employed Python 3.9 and NVIVO 12.0 as the primary research tools. The findings revealed a positive correlation between exposure to diverse teaching methodologies and professional growth, indicating the significance of international experiences in shaping pedagogical efficacy. This demonstrates that overseas internships enhances job satisfaction and fosters a greater commitment to the teaching profession among PSCT. The study makes a novel contribution by emphasizing the pivotal role of global exposure in cultivating a sense of global citizenship, offering unique insights into mechanisms and diverse contexts. The study demonstrates the correlation between positive overseas internship experiences, heightened job satisfaction, and an enduring commitment to the teaching profession, underscoring the significance of integrating cultural diversity into the curriculum and suggesting a pathway for enhancing teaching philosophies.