A Study On The Effectiveness Of International Exchanges Among Primary And Secondary School Teachers

Since the 1980 s,with the development of education internationalization,the crossborder mobility of professionals has become a new feature of the times and has become an increasingly important research topic.In the education system,the cross-border mobility of personnel means that students,teachers,and other academic personnel conduct studies,teaching,or research in a country for a certain period of time outside the country of residence(home country).In addition to students,teachers have always been an important group involved in cross-border mobility.Most of the policies and research on the international movement of teachers focus on the field of higher education,but there are also some studies involving teachers in the basic education stage,such as the study on teacher mobility in the Comenius Program.This study focuses on the international mobility of teachers in the basic education stage.Taking the Chinese-England Mathematics Teachers Exchange Program as an example,and the participation of Shanghai teachers as research objects,this paper describes the mobility experience and feelings of teachers at this stage different from those of college teachers.The comparison of studies analyzes the similarities and differences of the impact of this experience on teachers in Shanghai and Britain,thereby enriching the research results of international mobility of teachers in the basic education stage.This study is sought to answer the following questions:First,how do Shanghai teachers participating in the project describe their mobility experience in the program? What impact has this experience had on it? This research finds that the participating Shanghai teachers think that participating in the program is an interesting experience.Many differences and problems encountered in the process of teaching exchanges have prompted teachers to think about the original teaching method.First of all,Shanghai teachers have improved their foreign language skills and communication skills to a certain extent through teaching exchanges with British teachers.Secondly,in the process of participating in teaching exchanges,Shanghai teachers need to deal with various problems caused by teaching and learning differences,and constantly make teaching adjustments and self-reflection to fill their own teaching gaps.In addition,almost all teachers in Shanghai share their experiences in the UK with their peers at their school.Different teachers share different content and different forms.These sharings indirectly broadened the international perspective of other teachers in the school and stimulated some schools to open up ideas for further communication and cooperation with British schools.Finally,some Shanghai teachers have developed research interest in teaching,and working with British teachers has also expanded their international network to a certain extent.Second,what are the similarities and differences in the international mobility of teachers in Shanghai compared with the research results of international mobility of university teachers at home and abroad? Like university teachers,the participation of teachers in Shanghai has had an impact on individuals and their schools.The difference is that the existing literature points out that the obvious performance of elementary and middle school teachers participating in international exchanges is different from that of college teachers: the former focuses on teaching,while the latter focuses more on research.However,this study found that some Shanghai teachers mentioned that participating in the program stimulated their interest in research,was closely related to teaching,and was individualized and fragmented.In addition,according to existing research,the expansion of international networks seems to be a phenomenon peculiar to the participation of university teachers in international mobility.However,this study finds that after Shanghai teachers participate in exchange programs,their international networks have also been expanded.The difference is that this international network is not academic,but is linked to teaching exchanges and personal friendships.Third,what are the similarities and differences between the results of the exchanges among teachers in Shanghai compared with the UK's research on teachers participating in the program? What factors have caused these similarities and differences? For teachers in both countries,participating in the program has improved their teaching to a certain extent,and has also promoted the sharing of experience in the schools of both sides.But the difference is that Shanghai teachers focus on teaching concepts,use of learning tools,and education methods for students.They stay in the stage of comparison and reflection on teaching,while the British side is concerned about how to make all students master mathematical knowledge,how to The implementation of "mastering" teaching and how teachers can improve their professional ability through teaching and research activities,pay more attention to teaching reform and practical aspects;in addition,participation in exchanges also has a certain impact on students.A large part of these differences are due to the nature of the program.Fourth,what experience,influence and factors behind Shanghai teachers can provide for the design of primary and middle school teachers' transnational exchange programs? This study finds that compared to the UK,the impact of Shanghai teachers' appreciate and implementation seems to be lacking.Based on this,this study proposes that in the future development of such programs,the purpose,planning,organization and implementation and feedback links should be appropriately increased to continuously improve the initiative and enthusiasm of teachers in participating in exchange programs.Teachers' participation in international exchanges is of positive significance.The government and school level should actively promote the extension of teacher international exchange programs to various education stages,especially for primary and secondary school teachers as the core role of basic education.