The Effects of the Cross-Cultural Reciprocal Learning Experience on Pre-service Teachers’ Competence in Classroom Management

Teacher’s classroom management competence is essential for creating a good classroom atmosphere and guiding students to engage in class activities. Pre-service teachers should strive to improve their classroom management skills through classroom observation and educational placement. This chapter investigates whether and how the Reciprocal Learning Program (RLP) impacts young Chinese pre-service teachers’ competence in classroom management. Findings indicate that these cross-cultural reciprocal learning experiences had positive impacts on pre-service teachers’ competence in time management, subject-content management, student management, environment management, and teacher management in the classroom. The cross-cultural experiences made them reflect more intuitively on the differences in classroom management styles between China and Canada. Furthermore, when Chinese pre-service teachers acted as “reflectors” during their educational placements, whether in Chinese or Canadian classrooms, they found that teachers’ beliefs about teaching, students, and classrooms greatly impacted their classroom management behaviors. When participating in their placements in Canada, they used some classroom management techniques gained from classroom observation. As such, the unprecedented learning experiences in Canada have benefited these young pre-service teachers’ careers, and the exchange of learning experiences have enabled them to grow into globally minded teachers with international perspectives. Reciprocal learning as an approach to educational training can provide a positive guidepost for pre-service teachers facing a globalized era.