A Case Study On The Cross-Culture Internship’s Affect To Pre-service Teachers’ Reflection Ability

Since 1980 s, the American researcher Sch(o|..)n putting forward the suggestion of “reflective practitioner”, reflective teacher education has spread all around the world. In China, researchers showed their enthusiasm in this area, and achieved some notable results. How about the Pre-service Teacher Education in China? Research has shown that pre-service teachers are unlikely to reflect and are more likely to reflect on the content and the process, lacking critical reflection which is the reflection about premise. Why pre-service teachers lack the ability of critical reflection, because one has developed a reference system owing to the social culture surrounding and specific individual experience. One’s reference system decides what one can see and what one will think. The hypothesis is that people take their reference systems as natural and reasonable. That is because people always live in a familiar environment, and the cultural shock people meet is not strongly enough to stimulate people’s critical reflection. However, both the globalization process and the rapid development of science and technology indicate that people are living in a multi-culture social environment which as well shapes the teachers’ development and role definition. If pre-service teachers fail to adapt the multi-culture social environment and fail to adjust their preference systems, pre-service teachers could not integrate themselves into the society and could not improve education quality as well.Based on the question and thinking above, this paper adopts Mezirow’s analysis system, investigate 40 pre-service teachers’ reflective level before and after the cross-cultural internship and study their reflective material which they wrote during their internship in Canada to find out the effect of the cultural differences to pre-service teachers’ reflcetive ability.This paper intend to take cultural differences itself as teaching material, find out its affect, and put forward some suggestions to Pre-service Teacher Education in China. This paper has divided into four parts: 1, literature review; 2, research methodology; 3, investigation findings, analysis and discussion; 4, suggestion. The data analysis predicts that educational internship taken in cross-culture context is helpful to: 1, stimulate pre-service teacher’s reflective thinking; 2, broaden pre-service teacher’s reflective problem domain; 3, deepen pre-service teacher’s level of reflective thinking; 4, the reflective thinking of pre-service teacher shows a feature of subjective.